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The Critical Thinking Rubric
Rubrics are used in measuring student learning. Rubrics are
systematic scoring methods that use pre-determined criteria. Rubrics help
instructors assess student work more objectively and consistently.
|
Dimension |
Scant (Weak) |
Substantially Developed |
| 1) Identifies and summarizes the
problem/question at issue (and/or the source's position). |
Does not identify and summarize
the problem, is confused or identifies a different and inappropriate
problem.
Does not identify or is confused by the issue,
or represents the issue inaccurately.
|
Identifies the main problem and
subsidiary, embedded, or implicit aspects of the problem, and identifies
them clearly, addressing their relationships to each other.
Identifies not only the basics of the issue,
but recognizes nuances of the issue. |
| 2) Identifies and presents the
STUDENT'S OWN perspective and position as it is important to
the analysis of the issue. |
Addresses a single source or view
of the argument and fails to clarify the established or presented
position relative to one's own. Fails to establish other critical
distinctions. |
Identifies, appropriately, one's
own position on the issue, drawing support from experience, and
information not available from assigned sources. |
| 3) Identifies and considers
OTHER salient perspectives and positions that are important to the
analysis of the issue. |
Deals only with a single
perspective and fails to discuss other possible perspectives, especially
those salient to the issue. |
Addresses perspectives noted
previously, and additional diverse perspectives drawn from outside
information. |
| 4) Identifies and assesses the key
assumptions. |
Does not surface the assumptions
and ethical issues that underlie the issue, or does so superficially.
|
Identifies and questions the
validity of the assumptions and addresses the ethical dimensions that
underlie the issue. |
| 5) Identifies and assesses the
quality of supporting data/evidence and provides additional
data/evidence related to the issue. |
Merely repeats information
provided, taking it as truth, or denies evidence without adequate
justification. Confuses associations and correlations with cause and
effect.
Does not distinguish between fact, opinion, and
value judgments. |
Examines the evidence and source
of evidence; questions its accuracy, precision, relevance, completeness.
Observes cause and effect and addresses
existing or potential consequences.
Clearly distinguishes between fact, opinion, &
acknowledges value judgments.
|
| 6) Identifies and considers the
influence of the context * on the issue. |
Discusses the problem only in
egocentric or sociocentric terms.
Does not present the problem as having
connections to other contexts-cultural, political, etc.
|
Analyzes the issue with a clear
sense of scope and context, including an assessment of the audience of
the analysis.
Considers other pertinent contexts.
|
| 7) Identifies and assesses
conclusions, implications and consequences. |
Fails to identify conclusions,
implications, and consequences of the issue or the key relationships
between the other elements of the problem, such as context,
implications, assumptions, or data and evidence. |
Identifies and discusses
conclusions, implications, and consequences considering context,
assumptions, data, and evidence.
Objectively reflects upon the their own
assertions. |
* Contexts for Consideration
Cultural/Social
Group, national, ethnic behavior/attitude
Scientific
Conceptual, basic science, scientific method
Educational
Schooling, formal training
Economic
Trade, business concerns costs
Technological
Applied science, engineering
Ethical
Values
Political
Organizational or governmental
Personal Experience
Personal observation, informal character
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