CRITICAL THINKING STANDARDS — MARKETING — UNISA
Adapted from the AAC&U VALUE Rubrics and acknowledged with thanks. See Assuring Graduate Capabilities
Definition: 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.
Novice to Competent categories
Explanation of issues
Beginner
Students after their first year can …
Novice
Students after their second year can …
Identify key issues in a routine marketing-related
situation, and describe and provide superficial
explanation of those issues.
Identify key issues in a routine marketing-related
situation and provide a reasonable explanation of
those issues, but not necessarily using all relevant
theory to support that explanation.
Evidence
Obtain most relevant information from source(s), but
Selecting and using information to
without providing interpretation or evaluation, and
investigate a point of view or conclusion without questioning viewpoints of experts.
Competent
Graduates can …
Identify and prioritise key issues in a routine
marketing-related situation, and provide a clear
explanation of those issues, using relevant theory and
real or hypothetical examples to support that
explanation.
Obtain relevant information from source(s), but
Obtain relevant information from source(s), providing
without providing sufficient interpretation or
sufficient interpretation or evaluation to enable a
evaluation to enable a coherent analysis, and with little coherent analysis or synthesis, and with appropriate
questioning of viewpoints of experts.
questioning of viewpoints of experts.
Influence of assumptions and context
Show some awareness of assumptions or context when Show reasonable awareness of assumptions and
presenting an opinion.
context when presenting an opinion.
Student's position (perspective,
hypothesis)
State a specific position (perspective) which is
somewhat obvious and simplistic.
State a specific position which acknowledges different State a specific position (perspective or hypothesis)
facets of an issue or situation.
which takes into account the complexities of an issue
and the viewpoints of others.
Conclusions and related outcomes
(implications and consequences)
Provide a conclusion that is incompletely or
inconsistently linked to the information provided, with
related outcomes (consequences and implications)
being over-simplified.
Provide a conclusion that is logically linked to some of
the information provided (because information is
selected to fit the desired conclusion), with some
related outcomes being identified.
Exemplars
Identify some limitations in the performance of a
Read an academic article or listen to a lecture
marketing campaign or salesperson within a case
and identify supporting or conflicting arguments or
study, having failed to recognise the importance of
ideas from the course content or other sources.
some key case information, and therefore providing an
inadequate analysis of the overall performance.
Support for this resource has been provided by the Australian Learning and Teaching Council Ltd, an initiative of the Australian Government.
Identify own and others' assumptions and several
relevant contexts when presenting an opinion.
Provide a conclusion logically linked to the full range of
information provided, including opposing viewpoints,
with related outcomes being identified reasonably
clearly.
Collect relevant data after being presented a situation,
and then provide a coherent argument to support a
recommendation relevant to that situation, using the
data as evidence within the argument.