Critical Thinking Rubric Pdf To Word
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. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 16 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.
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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.
This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that share common attributes. Further, research suggests that successful critical thinkers from all disciplines increasingly need to be able to apply those habits in various and changing situations encountered in all walks of life.
This rubric is designed for use with many different types of assignments and the suggestions here are not an exhaustive list of possibilities. Critical thinking can be demonstrated in assignments that require students to complete analyses of text, data, or issues. Assignments that cut across presentation mode might be especially useful in some fields. If insight into the process components of critical thinking (e.g., how information sources were evaluated regardless of whether they were included in the product) is important, assignments focused on student reflection might be especially illuminating.
The definitions that follow were developed to clarify terms and concepts used in this rubric only.
- Ambiguity: Information that may be interpreted in more than one way.
- Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are "taken for granted or accepted as true without proof." (quoted from www.dictionary.reference.com/browse/assumptions)
- Context: The historical, ethical. political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the consideration of any issues, ideas, artifacts, and events.
- Literal meaning: Interpretation of information exactly as stated. For example, "she was green with envy" would be interpreted to mean that her skin was green.
- Metaphor: Information that is (intended to be) interpreted in a non-literal way. For example, "she was green with envy" is intended to convey an intensity of emotion, not a skin color.
Acceptable Use and Reprint Permissions
For information on how to reference and cite the VALUE rubrics, visit: How to Cite the VALUE Rubrics.
Individuals are welcome to reproduce the VALUE rubrics for use in the classroom, on educational web sites, and in campus intra-institutional publications. A permission fee will be assessed for requests to reprint the rubrics in course packets or in other copyrighted print or electronic publications intended for sale. Please see AAC&U's permission policies for more details and information about how to request permission.
VALUE rubrics can also be used in commercial databases, software, or assessment products, but prior permission from AAC&U is required. For all uses of rubrics for commercial purposes, each rubric must be maintained in its entirety and without changes.
Core Learning Outcomes Rubrics
Lane's Core Learning Outcomes (CLO) rubrics were developed jointly by members of the Assessment Team and Lane faculty from across disciplines. These rubrics are developed to measure and score student abilities in the five Core Learning Outcomes: Think, Engage, Create, Communicate and Apply.
CLO Rubric Templates
Word templates: CLO1: Think | CLO2: Engage | CLO3: Create | CLO4: Communicate | CLO5: Apply
Google Docs templates: CLO1: Think | CLO2: Engage | CLO3: Create | CLO4: Communicate | CLO5: Apply
Other CLO rubrics
Discipline Rubrics Organized by CLO
CLO1: Think Critically
CLO2: Engage Diverse Values
CLO3: Create Ideas and Solutions
CLO 4: Communicate Effectively
CLO 5: Apply Learning
Rubrics are a valuable aspect of core learning outcome assessment:
- They can be used to assess the relative success of particular assignments or projects.
- They can assist in assessing how well a faculty is addressing specific core outcomes.
- They can be used in a pre and post score process to see if students have improved over the course of the term on specific outcomes.
It is considered strong pedagogy to share rubrics with students to make outcomes as clear as possible. Discussing the rubric with students can lead to interesting dialogue about the value of these core outcomes and the language associated with the rubrics and core outcomes.
These rubrics are not meant to be used as a grading tool, but rather as an assessment tool. All students may or may not be able to reach mastery levels of the rubric, nor is that the expectation. Helping students move from beginning levels to developing and or proficient levels is an important and valuable outcome, as is establishing the value of core learning in a students academic and personal development.