CRITICAL THINKING STANDARDS
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 Expert
categories
Expert
Proficient
Competent
Novice
Beginner
Graduates as experienced
professionals can
Graduates as new professionals
can
Graduates of this course can
Students in the middle stages
can
Students in the early stages
can
Explanation of issues Issue/problem to be considered
Issue/problem to be considered
critically is stated, described and critically is stated, described and
clarified drawing on a range of
clarified drawing on a range of
background information such as
background information such as
theoretical models and the ICF and theoretical models and the ICF
delivering all relevant information and delivers all relevant
necessary for full understanding. information necessary for full
The issue/problem is expressed in understanding.
terms appropriate to the intended
audience.
Issue/problem to be considered
critically is stated, described,
and clarified drawing on at least
one theoretical model and the
ICF 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
theoretical backgrounds diffficult
to determine.
Issue/problem to be
considered critically is stated
but lacks clarification or
description.
Evidence
Information is drawn from a
limited range of sources with
little interpretation/evaluation.
Information from a range of
sources is integrated into a
comprehensive analysis or
synthesis.
Information is taken from a range
of source with enough
interpretation/evaluation to
develop a comprehensive analysis
or synthesis.
Information is drawn from a
range of sources with enough
interpretation/evaluation to
develop a coherent analysis or
synthesis.
Information is drawn from a range
of sources with some
interpretation/evaluation, but not
enough to develop a coherent
analysis or synthesis.
Viewpoints of experts are
examined, questioned and
synthesized.
Viewpoints of experts are
questioned thoroughly.
Viewpoints of experts are
subject to questioning.
Viewpoints of experts are taken
as mostly fact, with little
questioning.
Viewpoints of experts are
taken as fact, generally
without question.
Influence of context
and assumptions
Thoroughly analyses and reflects Thoroughly (systematically and
methodically) analyzes own and
on own assumptions and the
implications of these assumptions. others' assumptions and carefully
evaluates the relevance of
contexts when presenting a
position.
Identifies own and others'
assumptions and considers
several relevant contexts when
presenting a position.
Identifies a range of assumptions.
Beginning to become aware of
own assumptions.
Identifies several relevant
contexts when presenting a
position.
Shows an emerging
awareness of assumptions
(sometimes labels assertions
as assumptions).
Begins to identify some
relevant contexts when
presenting a position.
Student's position
(perspective,
thesis/hypothesis)
Specific position (perspective,
Specific position (perspective,
thesis/hypothesis) is imaginative, thesis/hypothesis) is imaginative,
taking into account the
taking into account the
complexities of an issue. Limits of
complexities of an issue. Limits of
position are acknowledged.
position are acknowledged. Others' Others' points of view are
points of view are synthesized
synthesized within position.
within position. Specific position
can be explained clearly to a range
of different audiences.
Specific position (perspective,
thesis/hypothesis) takes into
account the complexities of an
issue and demonstrates an
awareness of the limitations of
the position.
Others' points of view are
acknowledged within position.
Specific position (perspective,
thesis/hypothesis) is stated and
acknowledges different sides of
an issue.
Specific position (perspective,
thesis/hypothesis) is stated,
but is generally simplistic and
obvious.
Conclusions and
related outcomes
(implications and
consequences)
In reading is able to identify a
In reading is able to identify a
In reading is able to identify a
range of alternate conclusions and range of alternate conclusions and range of alternate conclusions
consider their implications.
consider many of the implications. and consider some of the key
implications.
In writing, conclusions and related In writing, conclusions and related
outcomes (consequences and
outcomes (consequences and
In writing, conclusion is logically
implications) reflect a range of
implications) are logical and reflect tied to a range of information,
viewpoints and are constructed
informed evaluation and ability to including opposing viewpoints;
appropriately for the intended
place evidence and perspectives related outcomes
audience.
discussed in priority order.
(consequences and
implications) are identified
clearly.
In reading, may show an
awareness of alternate
conclusions, by asking questions
to seek an alternative to the one
presented.
Exemplars
EXAMPLE
A graduating student may be
asked to carry out an
assessment on a case in an
area in which they have little
direct experience, such as
childhood apraxia of speech or
right hemisphere stroke. A
graduating student will draw on
an appropriate theoretical model
to analyse the case data, set up
hypotheses and assess the
case. The student will then draw
on a range of sources of
information and critically
evaluate these in his/her
interpretation of the findings into
a diagnostic summary statement
which will allow ethical and
evidence based goal setting and
management of the client.
EXAMPLE
A novice student may be asked
to carry out an assessment
while on clinical placement. A
novice student will draw on an
appropriate theoretical model to
analyse the case data. They will
require the support of the clinical
educator to develop coherent,
assessable hypotheses. The
student will then independently
draw on a range of sources of
information and use these in
his/her interpretation of the
findings. The student will
require support to critically
evaluate this information and to
produce a diagnostic summary
statement which will allow
ethical and evidence based goal
setting and management of the
client.
Generally able to identify 1
conclusion in reading.
Writing contains one
conclusion which may not be
consistently tied to the
In writing, conclusion is logically information discussed; related
tied to some information
outcomes (consequences and
(information is chosen to fit the
implications) are
desired conclusion); some related oversimplified.
outcomes (consequences and
implications) are identified clearly.