Critical thinking assessment rubric

Offers analyses and evaluations of obvious alternative points of view. Fails to identify strong, relevant counter-arguments. Analyzes the Critical thinking assessment rubric with a clear sense of scope and context, including an assessment of the audience of the analysis.

Does not present the problem as having connections to other contexts--cultural, political, etc. Emerging Mastering Does not surface the assumptions and ethical issues that underlie the issue, or does so superficially.

Fails to identify or hastily dismisses strong, relevant counter-arguments. Ignores or superficially evaluates obvious alternative points of view. Accurately interprets evidence, statements, graphics, questions, etc.

Emerging Mastering Fails to identify conclusions, implications, and consequences of the issue or the key relationships between the other elements of the problem, such as context, implications, assumptions, or data and evidence.

Identifies not only the basics of the issue, but recognizes nuances of the issue. Identifies the main problem and subsidiary, embedded, or implicit aspects of the problem, and identifies them clearly, addressing their relationships to each other. Emerging Discusses the problem only in egocentric or sociocentric terms.

Does not distinguish between fact, opinion, and value judgments. Critical thinking occurs in the context of a course, so there is a a trend for developing context-specific thinking tests.

Thoughtfully analyzes and evaluates major alternative points of view. The holistic rubric illustrated above combines five different kinds of thinking into a single category.

Critical Thinking Testing and Assessment

Regardless of the evidence or reasons maintains or defends views based on self-interest or preconceptions. Does not identify or is confused by the issue, or represents the issue inaccurately.

Confuses associations and correlations with cause and effect. Misinterprets evidence, statements, graphics, questions, etc.

Insight Assessment has a test that measures reasoning in the health sciences. Objectively reflects upon the their own assertions. The WSU rubric specifies only the highest and lowest levels of performances, leaving it to faculty adapting it to describe the intervening levels. Addresses perspectives noted previously, and additional diverse perspectives drawn from outside information.

Identifies and questions the validity of the assumptions and addresses the ethical dimensions that underlie the issue. Offers biased interpretations of evidence, statements, graphics, questions, information, or the points of view of others.Designing Rubrics for Assessing Higher Order Thinking WSU Critical Thinking Rubric Critical thinking assessment of college students.

Journal of College Reading and Learning, 28(1). Retrieved September 2,from Expanded Academic Index ASAP database (A). The Critical Thinking Rubric presented in this CTL Bulletin was created to facilitate embedded assessment of goal 2 of the Gen-Ed program.

A random set of student papers across our Gen-Ed courses will be selected and. 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.

Framing Language This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits o f inquiry and.

Critical Thinking Testing and Assessment The purpose of assessment in instruction is improvement. The purpose of assessing instruction for critical thinking is improving the teaching of discipline based thinking (historical.

Critical Thinking VALUE Rubric (doc) Definition 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. duplication of the critical thinking scoring rubric, rating form, or instructions herein for local teaching, assessment, research, or other educational and noncommercial uses, provided that no part of the scoring rubric is altered and that "Facione and Facione" are cited.

Critical thinking assessment rubric
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