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The Institutional Goals section of each Showcase links learning
outcomes recently identified by the State of Washington to each
instructor's innovative approach to instruction and course outcomes.
While participating committees have identified four learning outcomes
categories, full definitions are still under development. The Center
for Instructional Innovation has adapted several rubrics in order
to connect the showcased materials to institutional goals. Sources
of the rubrics are identified below.
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Critical Thinking
Source: Adapted from the California Academic Press's Holistic
Critical Thinking Scoring Rubric available at: http://www.insightassessment.com/HCTSR.html
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Learning Outcomes
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Definition
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| Identification |
Accurately identifies and interprets
evidence. |
| Alternative Consideration |
Considers major alternative points
of view. |
| Accurate Conclusions |
Draws warranted, judicious, non-fallacious
conclusions. |
| Justification |
Justifies key results and procedures,
and explains assumptions and reasons. |
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Information Literacy
Source: Adapted from the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education (http://www.ala.org/ala/acrl/acrlstandards/
informationliteracycompetency.htm)
Note: These outcomes were updated in 2004 based upon the ACRL's
latest version and vary slightly from those used in the Goals section
of previous years' Showcases.
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Learning Outcomes
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Definition
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| Identifying Need |
Recognizes and articulates the need for information,
identifies potential sources, considers the costs and
benefits, and reevaluates the nature and extent of the information
need.
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| Search Strategies |
Matches information needs to information
resources, organizes an effective search strategy and manages
the information and its sources.
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| Evaluating |
Evaluates information and its sources critically
and incorporates selected information into his or her knowledge
base and value system.
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| Synthesis |
Applies new and prior information to the planning,
creation, and revision of the development process, and communicates
the product or performance effectively.
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| Responsibility |
Understands many of the economic, legal, and social issues
surrounding the use of information and accesses and uses information
ethically and legally. |
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Quantitative Reasoning
Source: Based on the Mathematical Association of America's
quantitative literacy requirements for all students who receive
a bachelor's degree, available at: http://www.maa.org/past/ql/ql_toc.html
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Learning Outcomes
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Definition
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| Mathematical Information |
Represent mathematical information
symbolically, visually, numerically, and verbally. |
| Mathematical Methods |
Use arithmetical, algebraic, geometric, and statistical
methods to solve problems. |
| Mathematical Models |
Interpret mathematical models such
as formulas, graphs, tables, and schematics, and draw inferences
from them. |
| Estimate and Check |
Estimate and check answers to mathematical
problems in order to determine reasonableness, identify alternatives,
and select optimal results. |
| Mathematical and Statistical
Limits |
Recognize that mathematical
and statistical methods have limits. |
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Writing
Source: Adapted from Western Washington University's Learning
Outcomes for Writing II, available at http://pandora.cii.wwu.edu/cii/resources/writing/writing_rubric.asp
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Learning Outcomes
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Definition
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| Rhetorical Knowledge |
Focuses on a clear rhetorical purpose
and responds appropriately to the needs of varied audiences
and situations. |
| Critical Analysis |
Develops, examines, situates, and
communicates a reasoned perspective clearly to others. |
| Composing Processes |
Understands writing as a recursive
process that involves drafting, re-thinking, editing, reconceptualizing. |
| Convention Knowledge |
Uses appropriate conventions for
documentation and for surface features such as syntax, grammar,
usage, punctuation, and spelling. |
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