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Analytical Skills
University Learning Outcome: Students will use quantitative reasoning/critical thinking skills to draw conclusions and/or solve
problems.
Critical Thinking Skills Goal: Students will use critical thinking skills to identify problems/issues and develop solutions/analysis.
Objective Statement 1: Students will identify a problem or issue. Element Below Expectation Developing Proficient Exemplary Problem identification Unable to identify a problem/issue.
Able to identify a problem/issue, but problem/issue is ill defined.
Able to identify a problem/issue, clearly define a problem/issue, and dissect the problem/issue into sub- problems or pieces.
Able to identify and clearly define a problem/issue, dissect it into sub-problems or pieces, and formulate possible solutions.
Objective Statement 2: Students will research, evaluate, and compare information from varying sources in order to evaluate authority, accuracy, recency, and bias relevant to the problems/issues. Element Below Expectation Developing Proficient Exemplary Access the needed information
Accesses information randomly, retrieving information that lacks relevance and quality.
Accesses information using simple search strategies, retrieving relevant information from limited/similar sources.
Accesses information using a variety of search strategies; demonstrates ability to refine search, retrieving relevant information from a variety of sources.
Accesses information using effective, sophisticated search strategies, retrieving targeted information from a variety of reliable/credible sources.
Evaluate information and its sources critically
Evaluates a limited number of sources using a restricted set of criteria (such as key words).
Evaluates a limited type of sources using a basic set of criteria (such as relevance to research question and currency).
Evaluates a variety of sources that are appropriate to the scope of the research question using multiple criteria (such as relevance to the research question, currency, authority, reliability).
Evaluates a variety of sources appropriate to the scope and discipline of the research question.
Objective Statement 3: Students will generate solutions/analysis of problems/issues evaluated. Element Below Expectation Developing Proficient Exemplary Summarize and evaluate information
Propose solution/analysis for problem/issue.
Solution/analysis is not clearly articulated and/or does not clearly relate to the problem/issue.
Solution/analysis is clearly articulated and tailored/customized to the specific problem/issue at hand.
Multiple solutions/analyses provided that are clearly articulated, tailored/customized to the specific problem/issue at hand, and demonstrate in-depth awareness of multiple contextual factors related to the problem/issue.
Objective Statement 4: Students will assess and justify the solutions and/or analysis. Element Below Expectation Developing Proficient Exemplary Problem solving Able to articulate a solution/analysis, but not assess or provide justification for solution/analysis.
Able to articulate a solution/analysis and provide justification for the solution/analysis.
Able to articulate a solution/analysis, provide justification for the solution /analysis, and analyze the implications of the solution/analysis.
Able to articulate multiple solution/analyses, provide justifications for the solutions/analyses, analyze the implications of the solutions/analyses, and assess the preferred solution/analysis based on situational/contextual factors.
Objective Statement 3: Students will recognize the limitations of quantitative analysis. Element Below Expectation Developing Proficient Exemplary Explains why a particular quantitative model does or does not apply to a given set of data.
Recognizes the different types of models.
Examines the model to see if it fits the data.
Determines the limitations (^) of a particular model.
Critiques the use of a (^) model and suggests alternative models for the appropriate framework. Identifies underlying quantitative assumptions and challenges the validity of those assumptions within a given context.
Identifies different assumptions of the model.
Articulates the limitations of the model.
Verifies whether the assumptions are or are not met by the model.
Challenges the validity of the assumptions, critiques or defends the use of the model in the context of the problem, and suggests alternative models when necessary.
