Fails to identify strong, relevant counter-arguments. Emerging Mastering Deals only with a single perspective and fails to discuss other possible perspectives, especially those salient to the issue. Insight Assessment has a test that measures reasoning in the health sciences.
The WSU rubric specifies only the highest and lowest levels of performances, leaving it to faculty adapting it to describe the intervening levels. A review of critical thinking tests can be found at the web site of the National Postsecondary Education Cooperative US Department of Education at http: Does not present the problem as having connections to other contexts--cultural, political, etc.
Draws warranted, judicious, non-fallacious conclusions.
Fails to identify or hastily dismisses strong, relevant counter-arguments. Holistic Critical Thinking Scoring Rubric Peter Facione and Noreen Facione have developed the four-level Holistic Critical Thinking Scoring Rubric to assess the critical thinking skills and some of the dispositions identified by the Delphi project as these skills are demonstrated by by students in essays, projects, presentations, clinical practices, and such.
Addresses perspectives noted previously, and additional diverse perspectives drawn from outside information. Justifies some results or procedures, explains reasons. Emerging Mastering 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.
Justifies key results and procedures, explains assumptions and reasons. Examines the evidence and source of evidence; questions its accuracy, precision, relevance, completeness. Offers analyses and evaluations of obvious alternative points of view.
Fair-mindedly follows where evidence and reasons lead. Thoughtfully analyzes and evaluates major alternative points of view. Ignores or superficially evaluates obvious alternative points of view. Identifies and discusses conclusions, implications, and consequences considering context, assumptions, data, and evidence.
Observes cause and effect and addresses existing or potential consequences. The Facione and Facione Holistic Scoring Rubric is copied below and is available free, with a page of instructions, at http: Emerging Mastering Does not surface the assumptions and ethical issues that underlie the issue, or does so superficially.
Confuses associations and correlations with cause and effect. Considers other pertinent contexts.
Emerging Discusses the problem only in egocentric or sociocentric terms. Fails to establish other critical distinctions. Identifies relevant arguments reasons and claims pro and con. Does not identify or is confused by the issue, or represents the issue inaccurately.
Does not distinguish between fact, opinion, and value judgments. Regardless of the evidence or reasons maintains or defends views based on self-interest or preconceptions. Ignores or superficially evaluates obvious alternative points of view Argues using fallacious or irrelevant reasons, and unwarranted claims.
Emerging Mastering Does not identify and summarize the problem, is confused or identifies a different and inappropriate problem. Analytical Critical Thinking Scoring Rubrics Analytical rubrics provide more information than holistic rubrics.
Emerging Mastering Merely repeats information provided, taking it as truth, or denies evidence without adequate justification.
Objectively reflects upon the their own assertions. Analyzes the issue with a clear sense of scope and context, including an assessment of the audience of the analysis. The holistic rubric illustrated above combines five different kinds of thinking into a single category.Critical Thinking VALUE Rubric (doc) Definition Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
After describing some content-free critical thinking tests as a result of the Delphi project, this article describes holistic and analytical rubrics developed by various practitioners, ending with examples that provide useful feedback on student thinking without using rubrics.
Home» Academics» Teaching and Learning Services» Curriculum» Language Arts / Literacy» Assessment» Elementary Rubrics. Elementary Rubrics. Reading Comprehension Rubrics Critical Thinking Rubrics.
Kindergarten. Grade 1; Grade 2; Grade 3; Grade 4; Grade 5 Remaining Standards Not Covered in Rubrics. K-5 Benchmarks South Washington.
Critical Thinking Resources and Downloads for Teaching Critical Thinking Educators from the Bay Area's KIPP King Collegiate High School and the KIPP network have provided these resources for you to use in your own school.
K-2 Critical Thinking Rubric. This rubric helps teachers guide students in grades K-2 in being effective critical thinkers in a project, and can be used to assess their performance.
This rubric is aligned with CCSS, but also can be used in non-CCSS settings. Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
Framing Language This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits o f inquiry and.Download