Goal Area 2 Rubric: Critical Thinking
Levels/Criteria
Unacceptable
Below Expectations
Acceptable
Proficient
Exemplary
Students will be able to
gather factual
information and apply it
to a given problem in a
manner that is relevant,
clear, comprehensive,
and conscious of
possible bias in the
information selected.
No or few of the
sources are of a high
quality and relevant to
the situation at hand.
Some of the sources
are of a high quality
and relevant to the
situation at hand.
Many of the sources
are of a high quality
and relevant to the
situation at hand.
Almost all sources
are of a high quality
and relevant to the
situation at hand.
All sources are of a
high quality and
relevant to the
situation at hand.
Regarding the ability
to apply information
in a manner that is
relevant, clear,
comprehensive, and
conscious of bias, the
student demonstrates
weakness in all areas.
Regarding the ability
to apply information
in a manner that is
relevant, clear,
comprehensive, and
conscious of bias, the
student demonstrates
weakness in three
areas.
Regarding the ability
to apply information
in a manner that is
relevant, clear,
comprehensive, and
conscious of bias, the
student demonstrates
weakness in two
areas.
Regarding the ability
to apply information
in a manner that is
relevant, clear,
comprehensive, and
conscious of bias, the
student
demonstrates
weakness in one
area.
Regarding the ability
to apply information
in a manner that is
relevant, clear,
comprehensive, and
conscious of bias, the
student
demonstrates
mastery.
Students will be able to
imagine and seek out a
variety of possible goals,
assumptions,
interpretations, or
perspectives which can
give alternative
meanings or solutions to
given situations or
problems.
Specific position is
unstated.
Specific position
(perspective,
thesis/hypothesis) is
stated, but is
simplistic and obvious.
Specific position
(perspective,
thesis/hypothesis)
acknowledges
different sides of an
issue.
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) 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).
Score/
Level
Goal Area 8 Rubric: Global Perspective
Levels/Criteria
Unacceptable
Below Expectations
Acceptable
Proficient
Exemplary
Students will be able to
analyze the logical
connections among the
facts, goals, and implicit
assumptions relevant to
a problem or claim;
generate and evaluate
implications that follow
from them.
The student
demonstrates no
ability to analyze the
logical connections
among the facts,
goals, and implicit
assumptions relevant
to a problem or claim.
Regarding the ability
to analyze the logical
connections among
the facts, goals, and
implicit assumptions
relevant to a problem
or claim the student
demonstrates many
Regarding the ability
to analyze the logical
connections among
the facts, goals, and
implicit assumptions
relevant to a problem
or claim the student
demonstrates some
weaknesses
Conclusions are not
tied to the
information discussed;
outcomes are
oversimplified or
missing.
Conclusion is
inconsistently tied to
some of the
information discussed;
related outcomes
(consequences and
implications) are
oversimplified.
Regarding the ability
to analyze the logical
connections among
the facts, goals, and
implicit assumptions
relevant to a
problem or claim the
student
demonstrates few
weaknesses.
Regarding the ability
to analyze the logical
connections among
the facts, goals, and
implicit assumptions
relevant to a
problem or claim the
student
demonstrates
mastery.
Conclusion is logically
tied to a range of
information,
including opposing
viewpoints; related
outcomes
(consequences and
implications) are
identified clearly.
Student is never able
to recognize and
articulate value
assumptions held by
self and others.
Student rarely is able
to recognize and
articulate value
assumptions held by
self and others.
Conclusions and
related outcomes
(consequences and
implications) are
logical and reflect
student’s informed
evaluation and ability
to place evidence
and perspectives
discussed in priority
order.
Student is always
able to recognize and
articulate value
assumptions held by
self and others.
Students will be able to
recognize and articulate
the value assumptions
which underlie and
affect decisions,
interpretations,
analyses, and
evaluations made by
ourselves and others.
Conclusion is logically
tied to information
(because information
is chosen to fit the
desired conclusion);
some related
outcomes
(consequences and
implications) are
identified clearly.
Student is somewhat
able to recognize and
articulate value
assumptions held by
self and others.
Student usually but
not always is able to
recognize and
articulate value
assumptions held by
self and others.
Score/
Level