The Facione and Facione Holistic Scoring Rubric is copied below and is available free, with a page of instructions, at http: Misinterprets evidence, statements, graphics, questions, etc.
Fails to identify strong, relevant counter-arguments. Critical thinking occurs in the context of a course, so there is a a trend for developing context-specific thinking tests. For this reason, teachers may have to attend seminars to understand what standards to apply when using a rubric.
Analytical Critical Thinking Scoring Rubrics Analytical rubrics provide more information than holistic rubrics. Analyzes the issue with a clear sense of scope and context, including an assessment of the audience of the analysis.
Objectively reflects upon the their own assertions.
Identifies and assesses conclusions, implications and consequences. For example, one teacher may grade a student as a 3 for a certain factor, while another might grade the student at a 4. Critical thinking often is considered a good quality that teachers try to foster in students, and a critical thinking rubric is able to assist with this.
There are many factors, and they differ from one critical thinking rubric to the next, but most of the factors are similar. The WSU rubric specifies only the highest and lowest levels of performances, leaving it to faculty adapting it to describe the intervening levels.
Aside from reports, this also can be used for other projects or as a means to check how the student is doing outside of schoolwork. Observes cause and effect and addresses existing or potential consequences. This primarily is used to judge how well a student has applied critical thinking to a report, and it can be used for scoring.
Examines the evidence and source of evidence; questions its accuracy, precision, relevance, completeness. Perhaps the most common people who use a critical thinking rubric are teachers. Offers biased interpretations of evidence, statements, graphics, questions, information, or the points of view of others.
Fails to establish other critical distinctions. Emerging Mastering Merely repeats information provided, taking it as truth, or denies evidence without adequate justification. Justifies few results or procedures, seldom explains reasons.
Confuses associations and correlations with cause and effect. Identifies and discusses conclusions, implications, and consequences considering context, assumptions, data, and evidence. Identifies the salient arguments reasons and claims pro and con. Ignores or superficially evaluates obvious alternative points of view.
Does not identify or is confused by the issue, or represents the issue inaccurately. Emerging Mastering Does not surface the assumptions and ethical issues that underlie the issue, or does so superficially. From here, the teacher can attempt to improve critical thinking, if needed.
Offers analyses and evaluations of obvious alternative points of view. Exhibits close-mindedness or hostility to reason. Does not present the problem as having connections to other contexts--cultural, political, etc. Emerging Mastering Does not identify and summarize the problem, is confused or identifies a different and inappropriate problem.
Holistic Critical Thinking Scoring Rubric Peter Facione and Noreen Facione have developed the four-level Holistic Critical Thinking Scoring Rubric to assess the critical thinking skills and some of the dispositions identified by the Delphi project as these skills are demonstrated by by students in essays, projects, presentations, clinical practices, and such.CRITICAL THINKING RUBRIC.
This rubric was developed by an interdisciplinary team of faculty representing colleges at Stephen F. Austin State University (SFA) through a. Critical Thinking VALUE Rubric Keywords Individuals at AAC&U member institutions are welcome to reproduce the VALUE rubrics for use in.
Critical Thinking VALUE Rubric. The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty.
critical thinking /persuasive writing rubric Learning Expectation One: Students are critical thinkers, readers, listeners, and viewers. I mplementation: Students research, read, listen, and view information focused on a. other critical distinctions.
Identifies, appropriately, one's own position on the issue, drawing support from experience, and information not available from assigned sources. Identifies and considers OTHER salient Microsoft Word - The Critical Thinking mint-body.com Author.
Designing Rubrics for Assessing Higher Order Thinking by William Peirce. This is the text version of a workshop presented at AFACCT Howard Community College Columbia, MD, on January 13, CRITICAL THINKING RUBRICS.
Based on a draft from Elaina Bleifield and the Paulus CT Group.Download