Critical Thinking Competency Rubric Fails to Achieve the Standard (1) Meets the Standard (2) Exceeds the Standard (3) Clearly stated The writer’s purpose or position is The writer’s purpose or position is The writer’s purpose or position is objective not clear, and there is little to clear and is the primary controlling clear and is the primary controlling indicate the writer’s comprehension force throughout the paper. force throughout the paper. of the issue(s) to be addressed. The text fails to address the The question/problem is addressed. The question/problem is addressed question/problem. creatively. A plan of development is not A clear plan of development is A creative plan of development is present. implied or stated. implied or stated. Ability to present The writer provides minimal ideas The writer presents clear ideas in The writer fully develops ideas supporting evidence in support of the essay’s purpose and support of the essay’s purpose, presented in support of the essay’s presents little justifiable evidence. providing adequate evidence from purpose, presents ample evidence, other sources, including personal and recognizes the nuances in that knowledge and experience. evidence. The writer shows a poor sense of The writer demonstrates a sense of The writer shows a clear sense of context and the failure to distinguish context and recognizes the context and consistently between fact, opinion and value difference between fact, opinion, distinguishes between fact, opinion, judgment. and value judgment. and value judgment. Logical consistency The writer does not develop her/his The writer makes an argument Using an order of development argument logically from claims following recognized patterns of appropriate for the topic and purpose through supporting evidence to organization and does not contradict of the essay, the writer considers reasoned conclusions. her/his major claim or use mutually different perspectives on the issue exclusive statements. and/or identifies strong points and gaps in those perspectives. Supporting reasons may not be Supporting reasons are relevant to The writer comes to well-reasoned relevant to the major claim. the writer’s major claim. conclusions. The writer may identify Supporting reasons may rest on and discuss the implications and unstated assumptions. consequences of her/his position but does so without contradicting the thesis.
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