|Essential Employability Skills|
|Critical Thinking & Problem Solving - Delivery|
In the Critical Thinking & Problem Solving skill category, there are five defining skills that relate to two learning outcomes.
This section provides some suggestions for the delivery of material related to Essential Employability Skills Outcomes 4 and 5: the critical thinking and problem solving skills. There are two sections. The first looks at learning activities and assignments that would support the teaching of these outcomes and address the assess component. The second section provides sample evaluation tools that focus on these two outcomes.
Learning Activities and Assignments
The following list provides some suggested learning activities and assignments that would support the teaching and assessment of the outcomes in the Critical Thinking & Problem Solving skill category.
When considering the teaching and assessment of the Critical Thinking & Problem Solving skill category, it is important to distinguish between the focus on analyzing, synthesising, evaluating, decision making, and creative and innovative thinking for their own sake, and the use of these skills as a way of demonstrating the achievement of other outcomes. For instance, students may be involved in problem-based learning activities. If the purpose of these activities is to develop specific vocational knowledge, skills and attitudes, then it is less likely that the focus is on the EES Critical Thinking & Problem Solving skill category.
As with other EES skill categories, it is important to distinguish between expectations of student performance and the knowledge, skills, and attitudes that are being assessed.
The evaluation tools provided below are intended to help with the visualisation of the outcomes in terms of student achievement.
In order to provide a broader picture of the possibilities for evaluating these outcomes, the EES committee has prepared rubrics for each outcome. Following the work of Fostaty Young and Wilson, the rubrics have been developed using the ICE model, which, among other things, allows for a consideration of components of the outcome with increasing depth, through a movement from Ideas to Connections to Extensions.