Critical Thinking Rubric

NDNU CRITICAL THINKING RUBRIC Course Number and Section __________________ Student ID ____________________

	5 – Highly Developed	4– Developed	3 – Emerging	2 – Initial	1 – Below Standard	Student Score
Explanation of issues	Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.	Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.	Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.	Issue/problem to be considered critically is stated without clarification or description.	Issue/Problem to be considered critically is not observable.
Evidence: Selecting and using information to investigate a point of view or conclusion	Information is taken from source(s) with enough interpretation/ evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.	Information is taken from source(s) with enough interpretation/ evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning.	Information is taken from source(s) with some interpretation/ evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning.	Information is taken from source(s) without any interpretation/ evaluation. Viewpoints of experts are taken as fact, without question.	No clear information taken from sources and no evaluation/ interpretation. Viewpoints of experts are not presented.
Influence of context and assumption s	Thoroughly analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.	Identifies own and others' assumptions and several relevant contexts when presenting a position.	Questions some assumptions. Identifies several relevant contexts when presenting a position. May be moreaware of others’ assumptions than one’sown (or vice versa).	Shows an emerging awareness of assumptions (may label assertions as assumptions). Begins to identify some contexts when presenting a position.	No analysis of assumptions and no clear evaluation of context when presenting a position.

	5 – Highly Developed	4– Developed	3 – Emerging	2 – Initial	1 – Below Standard	Student Score
Student's position (perspective , thesis/ hypothesis)	Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.	Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.	No clear position (perspective, thesis/hypothesis) is stated.
Conclusions and related outcomes (implication s and consequenc e-s)	Conclusions and related outcomes (consequences and implications) are logical and reflect student’sinformed evaluation and ability to place evidence and perspectives discussed in priority order.	Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.	Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.	Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.	No clear conclusion is presented based on information and no discussion of related outcomes.

NDNU CRITICAL THINKING RUBRIC Student ID _______________ TOTAL SCORE _________________________