Building Bridges to Engage Student Uncertainty: Developing an Agenda for Critical Thinking

• In Event: Lessons in Engaging Uncertainty: A Pedagogy of Ambiguity

Abstract

Recent trends in instructional pedagogy favor assessment techniques that capture holistic critique and quantifiable scoring. Assessment as “performance-based education” poses challenges to design task-oriented pedagogy with emphasis on critical thinking skills. I am increasingly concerned and explore the ways in which assessment trends are not accounting for students’ abilities to accomplish tasks without “mad-libed” direction. Tools that go beyond mere guidance to complete assignments but provide formulaic prompts and rubrics. I write and share about my experiences with bottom lines; contemporary assessment can provide effective links to instruction; to what end can students’ produce is “critical” in thinking or process.

Author

• Nicholas Zoffel, Manhattanville College