Rubric to assess critical thinking skills
Does not present the problem as having connections to other contexts--cultural, political, etc. Reformulates a collection of available ideas.
Conclusion is logically tied to information because information is chosen to fit the desired conclusion ; some related outcomes consequences and implications are identified clearly.
Critical thinking assessment pdf
Viewpoints of experts are taken as mostly fact, with little questioning. Rubrics are very imprecise measures. Issues arise, however, when rubrics are used for summative assessment. Identifies relevant arguments reasons and claims pro and con. Even if the rubric is good, the raters may apply it with such variability that the score an individual project receives can differ widely. Any more than that and applying the rubric in practice falls apart. A variation of the reliability problem occurs when faculty rate the work of their own students, except here the strong tendency is to give higher ratings that people from other departments might assign. Rubrics are rating forms designed to capture evidence of a particular quality or construct. As I read through this, at first glance the categories look pretty good — Identify the problem, identify relevant information, analyze the problem, use strategies and reflect on the process. Viewpoints of experts are taken as fact, without question. The problem of reliability in the application of the rubric is matched by the problem of the validity of the application, meaning there is a tendency with rubrics to forget what we are supposed to be evaluating. Confuses associations and correlations with cause and effect.
Includes recognizes the value of alternate, divergent, or contradictory perspectives or ideas in a small way. Emerging Mastering Does not surface the assumptions and ethical issues that underlie the issue, or does so superficially. Does most or many of the following: Misinterprets evidence, statements, graphics, questions, etc.
For example, "she was green with envy" is intended to convey an intensity of emotion, not a skin color. The WSU rubric specifies only the highest and lowest levels of performances, leaving it to faculty adapting it to describe the intervening levels.
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