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.
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.
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
Point Total =>
Student goals for improvement: