期刊名称：The Journal of Scholarship of Teaching and Learning
电子版ISSN：1527-9316
出版年度：2016
卷号：16
期号：4
页码：44-61
语种：English
出版社：Indiana University
摘要：Abstract: This research examines how the use of the CAT (Critical thinking Assessment Test) and involvement in CAT-Apps (CAT Applications within the discipline) training can serve as an important part of a faculty development model that assists faculty in the assessment of students’ critical thinking skills and in the development of these skills within their courses. Seventy-five percent of faculty participating in a CAT scoring workshop at their institution reported greater understanding of students’ strengths and weaknesses in critical thinking and 45% reported that CAT scoring had changed their teaching practices and/or assessment. In addition, participants attending a training session on CAT-Apps reported a greater willingness to place more emphasis on critical thinking assessments and less on factual knowledge assessments in their courses as a result of participation in training.
