Critical Thinking Report

Fall 2024 and Spring 2025

Overview

Virginia Tech has chosen to measure two outcomes within the Discourse area of the Pathways general education program for the assessment of critical thinking. These two outcomes were chosen based on their alignment with the concept of Critical Thinking.

Discourse is the exchange of ideas in writing or speaking, adapted to specific contexts and developed through discovery, analysis, creation, presentation, and evaluation. A student who is competent in discourse demonstrates the ability to reason, write, and speak effectively for academic, professional, and public purposes. (Students take three courses in this area of the curriculum.)

During the Fall 2024 and Spring 2025 semesters, Virginia Tech sampled 96 course sections that addressed the Core Concept of Discourse. In addition, some sections sampled for other Pathways Core Concepts also covered Discourse. Instructors of sampled sections were asked to submit data for all Core Concepts. The final group of sections included in the analyses below were sections that were not required to submit data but contributed data voluntarily. As a result, 143 sections reported data for Discourse.

Table 1 reports the number of Pathways sections sampled, the number reporting data, and enrollment totals included in the analyses for Discourse. A total of 96 Pathways sections were sampled, and 143 sections reported data. Of these, 83 were sampled sections that reported data and 60 were “bonus” sections that were not part of the original sample but still submitted data. Enrollment in reporting sections totaled 4,052 students. Footnotes explain that some sections were sampled for other Core Concepts that also cover Discourse and that enrollment counts may include students enrolled or assessed in multiple Pathways courses.

Table Title: Table 1: Sections Sampled, Reporting Data, and Included in Analyses for Discourse The table contains two columns: the left column listing the reporting categories and the right column showing the overall values. Pathways Sections Sampled for Discourse: 96 Pathways Sections Reporting Data: 143 Sampled Pathways Sections Reporting Data*: 83 Bonus Pathways Sections Reporting Data**: 60 Enrollment in Sections Reporting Data†: 4,052 Footnotes: * Includes sections sampled for other Core Concepts that also cover Discourse. ** Includes sections not sampled for any Core Concept but still reported data. † Enrollment counts may include students who are enrolled in or assessed across multiple Pathways courses.

Outcomes Virginia Tech Measured this Reporting Cycle

Discover and comprehend information from a variety of written, oral, and visual sources.
Analyze and evaluate the content and intent of information from diverse sources.

Virginia Tech's Target for this Reporting Cycle

At least 70% of students will be rated as meeting or exceeding competency in this area.

Methods

All undergraduate students are required to participate in the Pathways general education program. As of Fall 2024, Virginia Tech utilizes a sampling methodology for general education assessment that aims to collect data from a subset of course sections that is representative of the general education curriculum. All courses approved for Pathways are part of the sampling pool. Based on an estimated enrollment population for general education course sections of 80,000 each fall and spring semester, along with a confidence level of 99% and a 2% margin of error, approximately 4,000 students should be assessed each semester. Based on the minimum number of students that can be assessed in any one section (i.e., 20), this equates to approximately 200 sections per semester. The number of course sections sampled for each Core Concept is then based on the required number of credit hours that students must complete in each area (i.e., Core Concepts that require students to complete nine credit hours have a greater number of sampled course sections than areas in which six credit hours are required).

When developing a final sample each semester, if a course section was already selected to participate in another Core Concept area, this course section was excluded from selection in other areas. Except for extremely rare cases, if an instructor was already selected during the current semester or a previous semester within the four-semester data collection period, this instructor was not required to participate again. Additionally, large-enrollment course sections from each Core Concept were sampled. Large-enrollment course sections are defined as those having more than 200 students enrolled on average.

Instructors develop their own assessment methodologies based on the content and structure of the course. Students complete the required assessment(s) developed by the instructor teaching the sampled course section. All assessments must be direct measures of student learning. Some possibilities include: written assignments, multiple-choice items, projects, case studies, and artistic creations. Faculty determine what is a developing competence, competent, and advanced competence level of performance on each learning outcome. Rubrics have been developed to guide faculty in this process.

Data and Analysis

Table 2 presents competency level results for two Student Learning Outcomes (SLOs) in the Discourse area. For SLO 1, which focuses on discovering and comprehending information from written, oral, and visual sources, 141 sections and 2,288 students were included in the analyses. Of these students, 5% (125) demonstrated Developing Competence, 22% (509) were rated Competent, and 72% (1,654) demonstrated Advanced Competence. For SLO 2, which focuses on analyzing and evaluating the content and intent of information from diverse sources, 141 sections and 2,423 students were included in the analyses. Results show that 5% (122) demonstrated Developing Competence, 25% (605) were rated Competent, and 70% (1,696) demonstrated Advanced Competence.

Table Title: Table 2: Competency Levels per Student Learning Outcome (SLO) for Discourse The table contains five main columns: Student Learning Outcome (SLO) Sections Included in Analyses Students Included in Analyses Percentage of Students Developing Competence Percentage of Students Rated Competent Percentage of Students Rated Advanced Competence Row 1 — SLO 1 SLO 1: Discover and comprehend information from a variety of written, oral, and visual sources. Sections Included in Analyses: 141 Students Included in Analyses: 2,288 Developing Competence: 5% (n = 125) Competent: 22% (n = 509) Advanced Competence: 72% (n = 1,654) Row 2 — SLO 2 SLO 2: Analyze and evaluate the content and intent of information from diverse sources. Sections Included in Analyses: 141 Students Included in Analyses: 2,423 Developing Competence: 5% (n = 122) Competent: 25% (n = 605) Advanced Competence: 70% (n = 1,696)

SLO 1: Discover and comprehend information from a variety of written, oral, and visual sources.

Table 3 provides a summary of the Pathways sections and student enrollments that reported data and were included in the analyses for SLO 1. A total of 141 Pathways sections reported data. Enrollment across these sections totaled 3,941 students, and 2,288 students were included in the analyses. A footnote notes that some students may appear in counts more than once if they were enrolled in or assessed in multiple Pathways courses.

Table Title: Table 3: Sections and Enrollments Reporting Data and Included in Analyses for SLO 1 The table includes two columns: the left column lists each reporting metric the right column provides the overall totals. Values shown: Pathways Sections Reporting Data: 141 Enrollment in Sections Reporting Data*: 3,941 Students Included in Analyses*: 2,288 Footnote: * Values may include students who are enrolled in and/or assessed across multiple Pathways courses.

Figure 1 displays the competency level distribution for SLO 1, which focuses on discovering and comprehending information from written, oral, and visual sources. Based on data from 2,288 students, 5% (125 students) demonstrated Developing Competence, 22% (509 students) were rated Competent, and 72% (1,654 students) demonstrated Advanced Competence.

Figure Title: Competency Level Distribution for SLO 1 (n = 2,288) The figure is a bar chart showing three performance levels for Student Learning Outcome 1: discovering and comprehending information from written, oral, and visual sources. The Developing Competence bar shows 5% of students, representing 125 students. The Competent bar shows 22% of students, representing 509 students. The Advanced Competence bar shows 72% of students, representing 1,654 students. The bars increase significantly in height from left to right, with Advanced Competence being the tallest by a large margin.

SLO 2: Analyze and evaluate the content and intent of information from diverse sources.

Table 4 summarizes the Pathways sections and student enrollments that reported data and were included in the analyses for SLO 2. A total of 141 Pathways sections reported data. Enrollment across these sections totaled 3,941 students, and 2,423 students were included in the analyses. A footnote notes that some students may be counted more than once if they were enrolled in or assessed in multiple Pathways courses.

Table Title: Table 4: Sections and Enrollments Reporting Data and Included in Analyses for SLO 2 The table has two columns: a left column listing the reporting categories and a right column providing the overall totals. Pathways Sections Reporting Data: 141 Enrollment in Sections Reporting Data*: 3,941 Students Included in Analyses*: 2,423 Footnote: * Values may include students who are enrolled in and/or assessed across multiple Pathways courses.

Figure 2 presents the competency level distribution for SLO 2, which focuses on analyzing and evaluating the content and intent of information from diverse sources. Based on data from 2,423 students, 5% (122 students) demonstrated Developing Competence, 25% (605 students) were rated Competent, and 70% (1,696 students) demonstrated Advanced Competence.

Figure Title: Competency Level Distribution for SLO 2 (n = 2,423) The figure is a bar chart showing competency levels for Student Learning Outcome 2: analyzing and evaluating the content and intent of information from diverse sources. The Developing Competence bar shows 5% of students, representing 122 students. The Competent bar shows 25% of students, representing 605 students. The Advanced Competence bar shows 70% of students, representing 1,696 students. The bars increase noticeably in height across the three categories, with Advanced Competence being the tallest.

Resources