Have students self-assess their products using the grading rubric and hand in the selfassessment with the product; then faculty and students can compare self- and facultygenerated evaluations. Not only formulates a clear and precise personal point of view, but also acknowledges objections and rival positions and provides convincing replies to these. Students can then monitor themselves and their peers using agreed-upon criteria that they helped develop. Explain how it was developed. Develop and pilot test the rubric.
Alternative Format 3 Combinations of Various Ideas. Accurately interprets evidence, statements, graphics, questions, etc. What do the results mean? Rubrics can be useful for grading, as well as assessment. Have students apply your rubric to some sample products before they create their own.
An analytic critical thinking rubric.
Clearly and accurately labels not only all the factual, conceptual, and value, but also those implicit in the tjinking and the implications of positions and arguments. Scoring Rubrics – 8 Rubrics have many strengths: Describe the purpose for the review, stressing how it fits into program assessment plans.
Extensive information sources are identified in numerous potential formats. Listeners are largely ignored. Describe ctitical scoring rubric and its categories. Upload document Create flashcards. The presentation has a focus. Formulates a clear and precise personal point of view concerning the issue, and seriously discusses its weaknesses as well as its strengths.
Key concepts and terms are identified.
Critical Thinking Rubric
Second Grade Animal Research Project. X—No basis for scoring. Who needs to know the results? Student identifies concepts related to the topic, and can find a sufficient number of information resources to meet the information need. Clearly and accurately labels not only all the factual, conceptual, and value, but also those implicit in the assumptions and the implications of positions and arguments.
Are we satisfied with the extent of student learning? Add this document to saved. Virtually all instructors crritical all disciplines see it as their goal to help their students become critical thinkers. Developing and Applying Rubrics Mary J. Use Information Effectively to Accomplish a Specific Purpose Student is not aware of the information necessary to research a topic, and the types of data that would be useful in formulating a convincing argument.
Identifies relevant arguments reasons and claims pro and con. Shows some general understanding of the influences of empirical and theoretical contexts on stakeholders, but does not identify many specific ones relevant to situation at hand. How might the assessment process, itself, be improved?
Developing and Applying Rubrics
You might allow the group to revise the rubric to clarify its use, but avoid allowing the thinkong to drift away from the learning outcome being assessed. Extensive information sources are identified in numerous potential formats. Steps for Creating a Rubric: For example, points can be assigned and used for grading, as shown below, and the categories can be used for assessment. Justifies some results or procedures, explains reasons.
Critical Thinking Rubric
Draws unwarranted or fallacious conclusions. Identifies the salient arguments reasons and claims pro and con. Offers biased interpretations of evidence, statements, graphics, questions, information, or the points of view of others. Exhibits close-mindedness rubrric hostility to reason.
Justifies key results and procedures, explains assumptions and reasons. Select exemplars of weak, medium, tubric strong student work. Identifies and evaluates all the important assumptions, but not the ones deeper in the background — the more abstract ones.