Pro
and Con Grid (Assesses
Skill in Analysis & Critical
Thinking)
WHEN
USING TECHNOLOGY: Estimated level
of time/energy required to prepare,
to respond (students) and to analyze
is LOW
Description: Students
write quick lists of pros and cons
to help them more clearly consider
an issue.
Purpose: This
assessment provides information students’ objectivity
and extent of analysis.
Procedure:
1) Identify
a decision, judgment, dilemma, or issue
that is relevant to the course.
2) Create
a prompt to elicit pros and cons. You
may specify a particular point of view
for the
students
to adopt when considering the issue.
3) Identify
how many pros and cons should be identified
and the describe the response format
you
expect from
the students.
Prepare
the questionnaire to be display-ready
by writing it on the board, a transparency,
or digitally projected. It could
also be written on a half-sheet of
paper and distributed to the students.
It is important the prompts are presented
in writing. Do not only read the
question(s).
Hand
out index cards or half-sheets of
paper. It is best if students do
not write their names, unless there
is a very good reason to know who
wrote which comments.
Examples:
Course :
Bioethics; Biology & Philosophy
You have
read several recent articles on the
current debate about patenting human
genetic material. From your viewpoint
as consumers, what are the principal
pros and cons of allowing the patenting
of genes? Identify at least 5 of each.
Course:
U.S. Electoral Politics; Political
Science
In the wake
of the last federal census, the state
legislature has just issued a draft
plan for redistricting. Study this
plan carefully, as though you were
the governor’s special assistant
for legislative relations. Then write
a short list of political costs and
benefits that the governor should consider
before decide whether to support this
plan.
Adaptations/Extensions:
Students
identify pros and cons from two
viewpoints, such as customer and
salesperson or defense attorney
and prosecutor.
After
completing the grid, students provide
evidence for their positions.
After
completing the grid, students present
a debate or write an essay.
Suggestions: Responding
to students’ feedback may take
longer than planning because questions
lead to other questions. Set clear
time limits. To temper expectations
and disappointment, let students know
you will not comment on everything.
References
and Resources:
Angelo,
T.A, and Cross, K.P. (1993). Classroom assessment
techniques: A handbook for college teachers (2
nd ed.). San Francisco: Jossey-Bass.
