Senior students_Critical Thinking PLO_Rubric

EVALUATION RUBRIC: Critical Thinking Rubric

Critical thinking is defined as the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

Please enter relevant student information in the blanks (OPTIONAL, CAN BE ADDED IF RELEVANT TO THE STUDY)

Trait: Explanation of issues
Issue/ problem to be considered critically is stated without clarification or description. (Does not meet expectations) Issue/ problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/ or backgrounds unknown. (Partially meets expectations) Issue/ problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions. (Meets expectations) Issue/ problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. (Exceeds expectations)


Trait: Evidence
Selecting and using information to investigate a point of view or conclusion
Information is taken from source(s) without any interpretation/ evaluation.
Viewpoints of experts are taken as fact, without question.
 (Does not meet expectations)
Information is taken from source(s) with some interpretation/ evaluation, but not enough to develop a coherent analysis or synthesis.
Viewpoints of experts are taken as mostly fact, with little questioning. 
(Partially meets expectations)
Information is taken from source(s) with enough interpretation/ evaluation to develop a coherent analysis or synthesis.
Viewpoints of experts are subject to questioning
(Meets expectations)
Information is taken from source(s) with enough interpretation/ evaluation to develop a comprehensive analysis or synthesis.
Viewpoints of experts are questioned thoroughly. 
(Exceeds expectations)


Trait: Influence of context and assumptions
Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions).
Begins to identify some contexts when presenting a position. 
(Does not meet expectations)
Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa). (Partially meets expectations) Identifies own and others' assumptions and several relevant contexts when presenting a position. (Meets expectations) Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position. (Exceeds expectations)


Trait: Student's position (perspective, thesis/hypothesis)
Specific position (perspective, thesis/ hypothesis) is stated, but is simplistic and obvious.
(Does not meet expectations)
Specific position (perspective, thesis/ hypothesis) acknowledges different sides of an issue. 
(Partially meets expectations)
Specific position (perspective, thesis/ hypothesis) takes into account the complexities of an issue.
Others' points of view are acknowledged within position (perspective, thesis/ hypothesis). 
(Meets expectations)
Specific position (perspective, thesis/ hypothesis) is imaginative, taking into account the complexities of an issue.
Limits of position (perspective, thesis/ hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/ hypothesis). 
Exceeds expectations)


Trait: Conclusions and related outcomes (implications and consequences)
Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.
(Does not meet expectations)
Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. (Partially meets expectations) Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. (Meets expectations) Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. (Exceeds expectations)




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