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iRubric: Teacher Assessment: Critical Thinking in Practice rubric

iRubric: Teacher Assessment: Critical Thinking in Practice rubric

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Teacher Assessment: Critical Thinking in Practice 
Analytical Rubric used to assess instructor's application of critical thinking in key areas of classroom instruction and environment.
Rubric Code: Y22AA25
By cathyhoffman716
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: Graduate

Powered by iRubric Teaching Critical Thinking Skills
  Exceeds

Instructor exceeds expectations to support critical thinking in the classroom.

4 pts

Meets

Instructor meets expectations to support critical thinking in the classroom.

3 pts

Minimally Meets

Instructor minimally meets expectations to support critical thinking in the classroom.

2 pts

Does Not Meet

Instructor does not meet expectations to support critical thinking in the classroom.

1 pts

Score

(N/A)

Modeling of Critical Thinking Skills

Measures how well the instructor models critical thinking during class discussions, group instruction and interpersonal communication.
Exceeds

The instructor models most of the following behaviors:

Can tell the difference between facts and opinions.

Evaluate evidence to decide whether an opinion/information is reasonable.

Can change their mind when evidence does not support argument.

Can look at a problem from different perspectives.

Can ask relevant questions.

Can recognize preconceptions, bias, and values in self and others.
Meets

The instructor models many of the following behaviors:

Can tell the difference between facts and opinions.

Evaluate evidence to decide whether an opinion/information is reasonable.

Can change their mind when evidence does not support argument.

Can look at a problem from different perspectives.

Can ask relevant questions.

Can recognize preconceptions, bias, and values in self and others.
Minimally Meets

The instructor models most the following behaviors:

Can tell the difference between facts and opinions.

Evaluate evidence to decide whether an opinion/information is reasonable.

Can look at a problem from different perspectives.

Can ask relevant questions.
Does Not Meet

The instructor models few or none the following behaviors:

Can tell the difference between facts and opinions.

Evaluate evidence to decide whether an opinion/information is reasonable.

Can look at a problem from different perspectives.

Can ask relevant questions.
Score

___/4
Communication Patterns

Measures how well the instructor models critical communication skills and provides support and means for students to communication effectively.
Exceeds

The instructor:

Provides ample time and a mechanism for all students to share ideas and opinions freely.

Establishes norms and routines for discourse in multiple contexts.

Practices intentional inclusivity.

Models academic language.

Models contextual language.

Supports students' acquisition of communicative competencies (pragmatics).
Meets

The instructor:

Provides ample time for all students to share ideas and opinions freely.

Establishes norms and routines for discourse in multiple contexts.

Practices intentional inclusivity.

Models academic language.

Supports students' acquisition of communicative competencies (pragmatics).
Minimally Meets

The instructor:

Provides a few opportunities for all students to share ideas and opinions freely.

Establishes norms and routines for discourse in multiple contexts.

Practices intentional inclusivity.

Models academic language.
Does Not Meet

The instructor:

Provides little or no opportunities for students to share ideas and opinions freely.

Fails to establish meaningful norms and routines for discourse in multiple contexts.

Inclusivity is not practiced regularly.

Models little to no academic language.
Score

___/4
Classroom Environment

How well the instructor has designed the classroom environment to support all aspects of students' critical thinking skills.
Exceeds

The classroom environment:

Contains ample resources such as technology, reference guides, maps, graphic organizers, and literature to support critical thinking skills and assignments.

Is conducive to group and partner discussion through seating choices and arrangements.

Has established norms for thoughtful and civil discourse.
Meets

The classroom environment:

Contains resources such as technology, reference guides, and literature to support critical thinking skills and assignments.

Is mostly conducive to group and partner discussion through seating choices or made possible with minimal disruption.

Has established norms for thoughtful and civil discourse.
Minimally Meets

The classroom environment:

Contains some resources to support critical thinking skills and assignments.

Is somewhat conducive to group and partner discussion.

Promotes thoughtful and civil discourse.
Does Not Meet

The classroom environment:

Contains few or no resources support critical thinking skills and assignments.

May not be conducive to group and partner discussion without considerable disruption to classroom organization.

Minimally supportive thoughtful and civil discourse.
Score

___/4
Approach to Text and Other Information

Measures how well the instructor models and prompts students to analyze text and other information.
Exceeds

The instructor:

Uses many of the 48 Who, What, Where, When, Why, and How essential questions to prompt students to analyze most text and other information materials.

Includes whole class or group discussion time in most lessons to evaluate text and defend opinions and arguments.

Makes students aware of author and reader biases and details logical fallacies contained in text.

Encourages students to discuss and question.
Meets

The instructor:

Uses many Who, What, Where, When, Why, and How essential questions to prompt students to analyze text.

Includes whole class or group discussion time in many lessons to evaluate text.

Makes students aware of common biases and logical fallacies that may appear in text.

Encourages students to discuss and question.
Minimally Meets

The instructor:

Uses some Who, What, Where, When, Why, and How questions to prompt students to analyze text.

Includes whole class or group discussion time in a few lessons to evaluate text.

Sporadically encourages students to discuss and question.
Does Not Meet

The instructor:

Uses few or no Who, What, Where, When, Why, and How questions to prompt students to analyze text.

Does not regularly include whole class or group discussion time in lessons to evaluate text.

Provides limited opportunities for students to discuss and question.
Score

___/4
Supports Digital Literacy

Measures how well the instructor supports students' digital literacy during all interactions with digital media.
Exceeds

Instructor:

Models and supports fundamental digital literacy: i.e. opening and saving files, printing, using search engines.

Models and monitors internet safety protocols: i.e. protect passwords, recognize and avoid harmful artifacts (pop-ups, viruses).

Explicitly teaches how to evaluate all information on the internet for accuracy and validity.
Meets

Instructor:

Models and supports most fundamental digital literacy items: i.e. opening and saving files, printing, using search engines.

Models and monitors typical internet safety protocols such as virus protection.

Explicitly teaches or refers to the need to evaluate information on the internet.
Minimally Meets

Instructor:

Models and supports limited fundamental digital literacy items like saving a file and printing.

Monitors students while they are on the internet.

Mentions the need to evaluate information on the internet.
Does Not Meet

Instructor:

Models few or no fundamental digital literacy items.

Little to no monitoring of students while they are on the internet.
Score

___/4
Class Assignments

Measures how well assignments are designed to support students' ability to apply critical thinking skills.
Exceeds

Assignments:

Instructor provides guiding essential questions or sentence stems, clear expectations (rubric), materials, and differentiated instruction.

Require both problem-solving and decision-making.

Allow for more than one way to arrive at a conclusion.

Include time for thinking, organizing, and reflection.

Allow for peer collaboration.

Feedback is timely and constructive. Instructor follows up after feedback.
Meets

Assignments:

Instructor provides guiding questions or sentence stems and differentiated instruction.

Require both problem-solving and decision-making.

Include time for thinking.

Allow for peer collaboration.

Feedback is timely and constructive.
Minimally Meets

Instructor provides some guiding questions and differentiated instruction.

Require both problem-solving and decision-making.

Feedback is timely and constructive.
Does Not Meet

Instructor provides few or no guiding questions and differentiated instruction.

Assignment may not require problem-solving and/or decision-making.

Little or no feedback is given.
Score

___/4
Student Demonstration of Critical Thinking

Measures how well the assignment supports students' demonstration of key critical thinking skills.
Exceeds

The assignment prompts students to do all of the following:

Identify the problem or question.

Gather data, opinions, and arguments.

Analyze and evaluate the data.

Identify assumptions.

Establish significance.

Make a decision/reach a conclusion.
Meets

The assignment prompts students to do most of the following:

Identify the problem or question.

Gather data, opinions, and arguments.

Analyze and evaluate the data.

Identify assumptions.

Establish significance.

Make a decision/reach a conclusion.
Minimally Meets

The assignment prompts students to do at least most of the following:

Identify the problem or question.

Analyze and evaluate the data.

Make a decision/reach a conclusion.
Does Not Meet

The assignment prompts students to do a minimal amount or none of the following:

Identify the problem or question.

Analyze and evaluate the data.

Make a decision/reach a conclusion.
Score

___/4
Observation and Documentation

Measures how well and how often the instructor actively observes students working and how well those observations are documented for further reflection and data.
Exceeds

The instructor:

Frequently circulates throughout the classroom during group or individual practice time to observe work and confer with most students.

Make detailed observational notes or take photos of many samples of student work for review, data samples, reflection and feedback purposes.
Meets

The instructor:

Often circulates throughout the classroom during group or individual practice time to observe work and confers with many students.

Makes observational notes or take photos of some student work for review, data samples, reflection and feedback purposes.
Minimally Meets

The instructor:

Sometimes circulates throughout the classroom during group or individual practice time to observe work. May or may not confer with most students.

Make occasional observational notes or take photos of student work for review, data samples, reflection and feedback purposes.
Does Not Meet

The instructor:

Very rarely or never circulates throughout the classroom or confers with students during group or individual practice time to observe work.

Very rarely or never makes observational notes or take photos of student work for review, data samples, reflection and feedback purposes.
Score

___/4
Total Score
____/32

Exceeds = 29 - 32
Meets = 22 - 29
Minimally Meets = 16 - 21
Does Not Meet < 16



Keywords:
  • critical thinking, teacher assessment, digital literacy, higher order thinking

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