Rubric For Critical and Creative Thinking, page 1
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Critical
Thinking
Expresses or asserts own opinion
without providing evidence or
reasons. Does not seek to understand
how own position is similar to or
different from others’. Accepts
biased information or interpretations
uncritically from many sources.
Makes judgments and decisions
based on preconceptions or selfinterest without investigation of
alternatives. Dismisses counter
evidence when presented with it.
Considers neither short nor longterm consequences.
Expresses own opinion hesitantly or
overly forcefully, or sometimes at
inopportune times. Provides reasons
or evidence, but these may not be
directly related to the issue at hand or
else may be somewhat superficial.
Accepts biased information when
presented by an apparently credible
source. Makes judgments and
decisions hastily, based on few or
simple criteria. Is sometimes
confused by counter evidence. May
consider immediate, obvious
consequences.
Expresses own opinion and provides
evidence or reasons when asked.
Reasons are logical and related to the
issue at hand. Will consider another’s
point of view. Can detect clear bias
in some information and
interpretations, and with help can see
more subtle biases. Tries to go
beyond emotions and wishes in
making judgments and decisions.
Investigates immediate alternatives
and examines counter evidence when
presented with it. Considers short
terms consequences.
Expresses own opinion appropriately
and independently provides evidence
or reasons which are logical and
convincing. Seeks to understand
other viewpoints, even when these
are not popular. Examines
information or interpretations
presented for bias and judges them
fairly. Makes reasoned judgments and
decisions, taking into account
feelings, motives and actions.
Investigates many alternatives, and
encourages others to present counter
evidence. Considers both short and
long term consequences.
Creative
Thinking
Embraces established ways of doing
things in all aspects of work and
actions. Insists others also follow
accustomed ways, and does not
question how these were established.
Sees one path to solutions and denies
that there could be others. Does not
think critically about improvement of
products, processes and decisions,
preferring the habitual. Is
uncomfortable with divergent
thinking.
Generally refers to follow simple and
usual ways of doing things. Does not
remark whether others stick to the
same pattern. With assistance, can
see how other, novel or improved
products, processes or solutions may
be useful. Sees only one alternative in
most situations, but with assistance
can see others. Can discuss
improvement of products, processes
and decisions, but usually examines
these only from own point of view or
perceived authorities.
Spontaneously sees more than one
alternative or way to do things in
everyday work and actions or in large
projects or problems. Sometimes
takes advantage of unexpected
opportunities to create new
alternatives. Discusses these
alternatives with others. Evaluates
alternatives according to one or two
clear, common criteria. Some
unusual, even novel, alternatives are
considered or generated.
Always seeks and sees many and
novel ways to do things in everyday
work and actions as well as in large
projects or problems. Readily sees
and takes advantage of unexpected
but useful opportunities to improve.
Encourages others to seek
alternatives and assists them to
evaluate their utility and costs.
Examines the premises of things to
see if win-win solutions can be found
or if a higher order solution can be
generated. Sees many original
alternatives. Creates elegant,
aesthetically satisfying products,
processes and solutions and evaluates
their benefits and costs.
Rubric For Critical and Creative Thinking, page 2
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ProblemSolving
Does not see a problem or
opportunity without direct
instruction. Jumps quickly to solution
phase before examining elements of
the problem to ensure understanding.
Demonstrates little understanding of
the elements of the problem or
parameters for solution. Focuses
randomly on trivial aspects of the
problem or significant ones. When
directed to solve a problem, works
haphazardly by trial and error or
from personal or idiosyncratic biases.
Communicates solution in a vague or
imprecise way, or ignores the need to
communicate solutions to others.
Does not foresee consequences.
Avoids seeing new problems if
possible. Gives up quickly.
With assistance can be brought to see
the problem. Exhibits superficial
understanding of the problem. May
be confused between significant and
trivial aspects of the problem. Jumps
to a solution that is familiar in some
aspect. Often works by trial and
error, but can see other methods of
working through the problem with
assistance. Communicates some of
the steps in the problem solution, but
may miss or mis-sequence some
steps or be repetitive. Sees obvious
consequences. With assistance, can
see related problems as similar.
Persists until difficulties arise.
Identifies and seeks to understand
the problem at least in general lines.
Understands the main aspects of the
problem. Can usually attend to the
major significant aspects of the
problem. Seeks more than one
alternative before deciding on a
solution. Evaluates logical
consequences of alternatives at least
in the short term. Communicates
clearly the main aspects of the
problem and solution. Persists to
find a solution. Sees related new
problems as similar.
Seeks to understand the problem as
fully as possible before generating
alternative solutions. Demonstrates
deep understanding of the elements
of and interactions within the
problem, including parameters for
solutions. Distinguishes between the
significant and the trivial. Devises a
logical, step-by-step or imaginative
solution or set of alternatives, as
appropriate. Can use many methods
to communicate alternatives and
solutions and evaluate their
consequences in the short and longterm. Persists to find a solution that
satisfies all parties or parameters of
the problem. Can find new problems.
SelfKnowledge
Unaware of own processes for
understanding and working. Sees
things through own ideas and
feelings. Does not see the role of
projection and prejudice neither in
own thinking nor in their affects on
interactions with others. Ignores or is
threatened by other views and
perspectives.
With assistance, can come to
examine some aspects of own
thinking processes. Can see obvious
ideas and perspectives of others as
being acceptable for them to have.
With assistance, can understand
some obvious examples of prejudice
in own or in others’ thinking. Prefers
not to examine views or perspectives
of others which do not agree with
own.
Reflects sometimes on own
processes for understanding and
working. Understands that others
also have ideas and feelings and
accepts this. Can examine
projections and prejudices in others
more easily than in self. Through
interaction and with time, can
expand own perspectives through
adding ideas from others. Tries to
act from understanding most of the
time. Can act as a facilitator for
others when provided with
directions.
Highly reflective about own
processes for understanding and
working. Sees value of ideas and
feelings of others, and the role of
own and others’ projections and
prejudices in their effects on actions
and interactions. Seeks to expand
own perspectives with insights of
others. Shows integrity through
acting on deep understandings.
Ready for a leadership role.
Sandra Falconer Pace, 2002