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SAMPLE Critical Thinking Rubric

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SAMPLE Critical Thinking Rubric Powered By Docstoc
					SAMPLE HIGH SCHOOL - SCHOOL WIDE EXPECTATIONS                                                                                                                     Draft # 1 2004-2005

CRITICAL THINKING: student uses higher order thinking skills to research, analyze, and evaluate information



        Criteria                                                                             Levels of Performance                                                                               Points
                                       4    Exemplary                             3    Proficient                  2             Developing                         1    Beginning               T    S
                                    Accurately identifies the                 Accurately identifies the            Identifies the Problem/Question and         Does not identify or summarize
 Identifies & Summarizes        Problem/Question and provides a         Problem/Question and provides a brief     provides a poor summary or identifies       the Problem/Question accurately
 the Problem/Question at           well-developed summary.                          summary.                       an inappropriate Problem/Question.                     if at all.
            Issue

                                   Provides a well-developed             Examines evidence and questions the      Merely repeats information provided.        Does not identify or assess the
Identifies and Assesses the     examination of the evidence and         quality. Distinguishes between fact and   Does not distinguish between fact and       quality of supporting evidence.
  Quality of Supporting       questions its accuracy, relevance, and                    opinion.                                 opinion.
      Data/Evidence            completeness. Clearly distinguishes
                                    between fact and opinion.
                               Accurately identifies and provides a     Accurately identifies and provides an       Does not explain contextual issues;        Does not identify or consider
 Identifies and Considers        well-developed explanation of           explanation of potential contextual        provides inaccurate information; or           any contextual issues.
   the Influence of the       contextual issues with a clear sense of                  issues.                            merely provides a list.
   Context on the Issue                       scope.

                                Accurately identifies the author’s      Accurately identifies meaning and/or       Does not explain, provides inaccurate      Does not identify potential bias
Demonstrates higher level       meaning and/or potential bias and       bias and provides a brief explanation.     information, or merely lists potential         or inferred meanings.
 thinking by interpreting          provides a well-developed                                                            bias or inferred meanings.
 the author’s meaning or                  explanation.
      potential bias.

                                Accurately identifies conclusions,        Accurately identifies conclusions,       Does not explain, provides inaccurate       Does not identify or evaluate
 Identifies and evaluates     implications, and consequences with a     implications, and consequences with a     information, or merely provides a list of   any conclusions, implications or
conclusions, implications,    well-developed explanation. Provides            brief evaluative summary.              ideas; or only discusses one area.               consequences.
   and consequences.             an objective reflection of own
                                            assertions.
                                                                                                                                                                            Point Total =>
Student goals for improvement:

				
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