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iRubric: Critical Thinking VALUE Rubric

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Critical Thinking VALUE Rubric Critical Thinking VALUE Rubric 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. This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that share common attributes. Rubric Code: NX53423 By ktanne Ready to use Public Rubric Subject: (General) Type: (Other) Grade Levels: Undergraduate, Graduate

Critical Thinking VALUE Rubric
	Excellent 40 pts	Good 30 pts	Fair 20 pts	Poor 10 pts
Explanation of issues	Excellent Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.	Good Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.	Fair Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.	Poor Issue/problem to be considered critically is stated without clarification or description.
Evidence Selecting and using information to investigate a point of view or conclusion	Excellent Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. <BR> Viewpoints of experts are questioned thoroughly.	Good Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis.<BR> Viewpoints of experts are subject to questioning.	Fair Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.<BR> Viewpoints of experts are taken as mostly fact, with little questioning.	Poor Information is taken from source(s) without any interpretation/evaluation.<BR> Viewpoints of experts are taken as fact, without question.
Influence of context and assumption	Excellent Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.	Good Identifies own and others' assumptions and several relevant contexts when presenting a position.	Fair 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).	Poor Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Conclusions and outcomes Conclusions and related outcomes (implications and consequences)	Excellent 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.	Good Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.	Fair Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.	Poor Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

Keywords:

Critical thinking, Ambiguity, Assumptions, Context, Literal meaning, Metaphor

Subjects:

(General)

Types:

(Other)

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