Critical Thinking Rubric
Definition: Critical thinking is a habit of mind characterized by the comprehensive exploration and/or understanding of the problem or challenge (issues, ideas,
images/artifacts, and events) then using that exploration or understanding as a basis for doing one or more of the following:
 Accepting an opinion
 Formulating a conclusion
 Synthesizing an original concept
 Working innovatively/imaginatively
 Thinking divergently
 Taking well-considered risks
 Taking or predicting an appropriate action
 Solving a problem
Using this rubric:
 This rubric is for evaluating critical thinking demonstrated through student performance on projects, case studies, exams, etc.
 Scoring: 4 = Exemplary, 3 = Acceptable, 2 = Marginal, 1 = Unacceptable
 Faculty should select and use all of the bullet points that are appropriate for their assignment/discipline under both sections in the table below. A simplified rubric
may be constructed using only the selected bullet points.
 For each selected bullet point, faculty may request that the student provide explanation/direction to the evaluator.
 Faculty may also use the rubric for individual student evaluation by establishing grading/scoring guidelines as appropriate.
Critical Thinking Rubric
FACTOR
Evaluation ----Evidence
STUDENT RESPONSE
4
3
2 1
4
3
2
1
4
3
2
1
4 3
2
1
Select one or more of the following:

The student evaluates information which will be shown by:
 questioning the viewpoints of experts.
 comparing/contrasting personal with alternate views
 being able to give a recommendation

The student gives conclusions and related outcomes (implications and
consequences) that are logical and reflect student’s informed evaluation
and ability to place evidence and perspectives in priority order.
Analysis---- Influence of Context and Assumptions --Select one or more of the following:

The student analyzes (can express differences, make inferences, see
motives) in their own and/or others’ assumptions based on the given
context or data when presenting a position.

The student can integrate alternate, divergent or contradictory
perspectives or ideas fully.
Synthesis
Select one or more of the following:

Given multiple scenarios, the student creates a novel or unique idea,
question, format or product to create new knowledge (can use collective
information to predict a new or modified outcome.)

Presented with a “What would happen if …?” scenario, a student can use
data from 2 or more sources to construct a new approach
Application---Position Taken or Plan Given
Select one or more of the following:

The student takes a position or develops a plan that is imaginative, taking
into account the complexities of the issue/problem. Acknowledges the
limits of position; synthesizes others’ points of view within the position.

The student develops a logical, consistent plan to solve the problem.
Recognizes the consequences of the solution; articulates the reason for
choosing the solution.
Total (sum of points) =
Min. Acceptable Score =
Must have 12 of 16 possible