Dear 3A/J students,

         After your discussion that took place on 12/3/2014, your group will have 3 audio recorded files.
Can the group leader
1) upload these audio files on youtube
2) create a new post (kindly create the post title with all the students name on it) with the URL for the 3 audio recorded files.

After the post is created,
I need each member in the respective group to do the following
1) Listen to each audio file and pick up your own conversation
2) Using the rubrics for critical thinking that is attached to this post, create comments for all the 3 audio file do a self-assessment of your critical thinking skill.
3)
An example is of such a comment is given as below

Generic type	1) Timestamp of audio file 2) Speaker 3) Intellectual standard displayed 4) Score of the intellectual standard displayed based on the critical thinking rubric
Example	3:30 – 3:50, Claire, Depth , 3

A member in each group should only
(i) post as a comment that is under your own group post
(ii) post all your self-assessment of all of the 3 audio files under a single comment on the blog.
For example

3:20-3:50, part 1, David, Clarity 3
5:20-5:55, part 1, David, Depth 3
1:20-2:50, part 2, David, Logic 1
4:20-5:20, part 2, David, Precision 2
0:20-0:50, part 3, David, Acurracy 3
3:20-3:50, part 3, David, Clarity 3


_________________________________________________________________________________

Rubric for Critical Thinking
Standards and Elements	1	2	3	4	Point
ACCURACY : Identifies main purpose and/or concept for the  question	Highly inaccurate, with wrong or no purpose or concepts stated.	Low accuracy, or either the purpose or concepts  sated inaccurately	Some accuracy with purpose and concrete of question but subtle inaccuracies.	Complete accuracy with correct purpose and concepts clearly stated
CLARITY: Understands the facts, data, or examples used to support	No use of facts, data or examples	Incorrect or minimal use of the facts, data or examples	Some correct use of facts, data or examples	Frequent correct use of facts, data or examples
PRECISION: Identifies and uses the content-specific vocabulary	Include no content-specific vocabulary	Low precision, an attempt to use the content-specific vocabulary but uses incorrectly or minimally	Some precision, does incorporate content-specific vocabulary,	Complete precision with frequent use of content-specific vocabulary
DEPTH: Demonstrate complexity of understanding	No understanding of the connections among purpose and concepts	Limited understanding of the connections among purpose and concepts	Generally understands the connections among the purpose and concept	Complex understanding of the connections among the purpose and concepts
RELEVANCE: Identifies or generates conclusion(s) and personal significance to the questions	No relevance or conclusions stated	Low relevance, with basic conclusions stated	Some relevance with basic conclusions but does not connect to the concepts	Complete relevance, explains several conclusion.
LOGIC: Applies concepts and content to broad contexts	No application of concepts	Low application of concepts or incorrect application of concepts	Some application of concepts, but uses generic ideas	Complete application of concepts and content to other contexts by using pertinent examples and supply details
Based on Richard Paul and Linda Elder critical thinking conceptualisation. For most information, visit http://www.criticalthinking.org/