Measuring My Critical Thinking
Aspect of
Critical Thinking
↓
Explain, analyze,
and synthesize,
what I see, hear,
and read.
Use creativity to
discover
multiple and
diverse
approaches to
issues
Beginning
Development
Competence
Mastery
Seeking the Ox Finding the
(1)
Footprints (2)
I have a hard time repeating what
I hear or read accurately in my
own words. I try to use
information that I get from other
people or other sources, but I may
make mistakes in paraphrasing or
pinpointing the main ideas.
Perceiving the
Catching the Ox
Ox (3)
(4)
I can generally paraphrase
someone else’s ideas accurately,
and I am usually able to find the
main idea or argument in things
that I read.
Taming the Ox
Riding the
(5)
Ox Home (6)
I almost always paraphrase
ideas and information
accurately. I am confident that
I can find the main arguments
in what I hear and read, and I
can find evidence and logic
that supports the main
arguments.
I can generally see one solution or
perspective on a problem. I
sometimes see a second
perspective, but I don’t seek to
understand or explore that
perspective.
I can generally find two or more
solutions to a problem or
perspectives on a situation, and I
can explain a rationale for each
point of view.
I find multiple solutions or
perspectives on problems, and
I recognize the value of these
multiple approaches. I can
verbalize the rationale for
multiple perspectives.
The Ox
Transcended (7)
I can explain
complicated ideas
in my own words
and help others to
understand those
ideas. I lead my
students and
colleagues to find
main arguments
and understand
evidence to
support
arguments.
I find multiple
solutions or
perspectives,
value those
approaches, and
lead my
colleagues and
students to
explore multiple
approaches as
well.
Find relevant
information to
address tasks
and problems
If I need information, I will ask
someone who is available, search
the Internet, or guess. I usually
accept the information that I find,
and I base my judgment on what
is convenient and quick.
If I need information, I will look
for someone who has experience
or training in that area. I may also
search the Internet. I am
skeptical of sources that may be
biased, and I will double-check
the information I receive.
If I need information, I seek
people with expertise, and I
double-check my facts. I use
the internet, but I focus on
reputable sources and use
library data bases when I can. I
treat media and the
information it provides
cautiously.
I seek information
from a variety of
trusted sources,
ask questions,
double check
facts, and lead
others to consider
information
carefully.
Evaluate claims
and evidence to
draw reasonable
conclusions
I sometimes have difficulty
coming to a conclusion about an
issue or question, and I would
prefer to repeat what someone
else has said.
I investigate issues and look at the
evidence that is available. I can
come up with a solution or a
conclusion that is consistent with
the evidence.
I investigate issues and
evidence, and I can come up
with a reasonable conclusion
that lines up with the evidence.
I can defend my conclusion
against alternate
interpretations of the
evidence.
Apply concepts
to real-world
problems
When I am presented with a
situation or problem, I don’t
usually know how to approach it.
I’m not sure how to use what I
learn in class in situations outside
of class. I usually need help with
new problem types.
See connections
I work best when I can keep
When I am presented with a
situation or problem, I can
usually think of a related concept
or theory from what I have
studied or read. I may not apply
the concept correctly, especially if
the situation is totally unfamiliar,
but I have an idea of how to
begin.
I see the relationship between
When I am presented with a
situation or problem, I can
connect it to a concept or
theory that I’ve studied, read
about, or experienced. I can
usually apply concepts and
theories and use them to solve
problems that I encounter
every day.
I look for patterns and
I investigate
issues, develop
logical
conclusions,
defend
conclusions, and
lead students and
colleagues to
develop more
logical
conclusions.
I can apply what
I’ve studied or
read to problems I
encounter every
day, and I help
others to apply
concepts to
problems.
Justify
conclusions and
solutions
I look for patterns
and patterns
both within a
discipline and
across
disciplines
subjects and situations separate.
I don’t see any relationship
between my classes, between my
classes and my work, my social
life and my school work.
classes in a sequence, and I build
on what I’ve learned in one class
to succeed in another. I see
relationships between different
classes, like history or biology,
and between school, church,
home, and the office.
relationships in classes, books,
situations, and events. I can
relate what I learn in one
situation to what happens in
other situations, and I use
these connections to be a
more effective student,
employee, and person.
Reflect on our
own thinking
and learning.
I leave the classroom or the office
as quickly as I can. I don’t spend
time reviewing what I learned or
what happened.
I may leave myself a little bit of
time to review what happened in
my classroom and my office. I
might make notes or plan to do
something different.
I schedule time in my day to
think about what I have read,
studied, or done. I think about
decisions, habits, and
processes in my life, in an
effort to improve those
decisions, habits, and
processes.
and relationships,
and I use these to
learn and perform
more effectively. I
look for
opportunities to
point these
patterns and
connections out to
my colleagues and
students.
I schedule time to
think about my
own learning and
decision making in
an effort to
improve. I
encourage and
lead others to
reflect on learning
and thinking, too.
How did you do?
42-49
You are a critical thinking Master! (That ox is safe in your barn, ready when you need it!)You’ve got critical thinking
habits at your disposal, ready to use at any time, and you are actively engaged in helping others to think critically.
35-41
You are a competent and habitual critical thinker. (That ox is working for you!) You are using critical thinking habits
on a daily basis. Look for ways to help students and colleagues practice critical thinking as well by asking questions, gently
suggesting alternative approaches, questioning source information, and probing problematic assumptions or conclusions.
28-34
You are developing and practicing critical thinking habits. (That ox has been tamed!) You have begun to use critical
thinking in your daily life, and through practice, you can make critical thinking behaviors into habits. You can improve by carving out
time in your daily schedule to think and reflect, spending time with others who think critically, and carefully considering your
information sources, your assumptions, and your conclusions.
21-27
You are beginning to use critical thinking. (That ox has been caught!) You have recognized that the obvious isn’t
always the best, and you are beginning to go beyond the surface in your thinking. You can improve by reserving some time each day
to think about the decisions you are making and the outcomes of those decisions, spending time with people around you who think
critically, checking your facts and sources for accuracy and bias, and listening to other points of view and paraphrasing what others
say.
14-20
You are beginning to understand what critical thinking is all about. (That ox has been sighted!) You have realized that
your thinking may not be working well for you, and by looking at those around you, you see that there might be a more effective way
to think, whether at home, in the office, or in the classroom. You can improve by continuing to observe the people around you,
listening for different ideas and approaches, double-checking your information, and re-stating what others are saying in your own
words.
7-13
You aren’t really sure what it means to think critically, but you are going to find out. (That ox has left some tracks!)
You can learn more about critical thinking by trying some new things: take a course at the College, talk to people whose backgrounds
are different from yours, look at different websites or newspapers, take time to think about decisions you have made, and consider
what went well and what did not.
0-6
You are not achieving your goals, and you are not sure why. You have begun your journey, your search to know more.
(That ox is out there, somewhere!) You can learn about critical thinking by being persistent, asking questions, pushing yourself to try
something again, even if you didn’t quite get it the first time.