Critical Thinking Rubric developed by the PRISM Collaborative
PRISM Experience, Meredith College, Raleigh NC
1
2/12/13
DRAFT Rubric for Critical Thinking Learning Outcomes
Levels and
Learning
Outcomes
Exemplary
Apply skills of
reason, critique
and creative
thought
Competent/Proficient
Developing
Beginning
See the Eight Elements of Thought Rubric
Use &
communicate
critical thinking
skills through
reading, writing, &
speaking
(See * below)
Clearly states thesis or
purpose; develops ideas
that are well organized,
substantial, logical and
concrete; explicitly identifies
and states assumptions;
integrates/considers
multiple points of view; uses
appropriate vocabulary and
avoids stereotypical
language; focuses content
to topic at hand.
Thesis is stated but may be
unclear; ideas that are somewhat
organized, substantial, logical and
concrete; assumptions not always
recognized or made explicit;
considers multiple points of view
but fails to integrate into
argument; generally uses
appropriate vocabulary and to a
large extent avoids stereotypical
language; generally focuses
content to topic at hand.
Thesis attempted but not clearly
stated; ideas are somewhat
organized but lacking detail and
may be repetitive; loosely
identifies assumptions;
demonstrates beginning
understanding of multiple points
of view; uses somewhat
appropriate vocabulary but may
fall back on stereotypical
language or clichés; incomplete
attempt to focus content on topic
at hand.
Does not state thesis or
purpose; ideas that are
poorly organized,
insubstantial, illogical and
not concrete; does not
identify or state
assumptions; egocentric does not consider multiple
points of view; uses
inappropriate vocabulary and
stereotypical language;
content lacks focus and
rambles.
Integrate &
evaluate
knowledge from a
variety of sources
and disciplines
Thoroughly analyzes &
integrates sufficient,
credible, relevant knowledge
from a variety of sources
and disciplines
Knowledge is evaluated from
multiple credible sources but
without a thorough analysis or
integration.
Knowledge taken from sources
without any
interpretation/evaluation; relies
on insufficient, irrelevant, or
unreliable knowledge.
Does not identify any
supporting knowledge or
evidence.
Questions: Clearly defines
issue or problem; accurately
identifies the core issues;
appreciates depth & breadth
of problem
Questions: Defines the issue;
identifies the core issues, but may
not fully explore their depth &
breadth
Questions: Defines the issue,
but poorly (superficially,
narrowly); may overlook some
core issues
Questions: Fails to clearly
define the issue or problem;
does not recognize the core
issues
Solutions: Solutions &
consequences are logical
and reflect student's
informed evaluation and
ability to place evidence &
perspectives discussed in
priority order.
Solutions: Solutions consider
logical consequences, but solutions
lack informed evaluation.
Solutions: Formulation of
solutions considers
consequences, but solutions are
improbable, unclear, illogical,
inconsistent, and/or superficial.
Solutions: No viable
solutions explored;
formulation of solutions does
not include consideration of
consequences.
Raise important
questions &
formulate
solutions to
complex problems
Critical Thinking Rubric developed by the PRISM Collaborative
PRISM Experience, Meredith College, Raleigh NC
2
2/12/13
Levels and
Learning
Outcomes
Exemplary
Competent/Proficient
Develop
intellectual
curiosity by
thinking
independently and
being active in the
learning process
Fully engaged in the
learning process; achieves
depth of understanding by
exploring a topic prompted
through one's own initiative;
depth & breadth of
understanding is achieved
by evaluation of knowledge
and taking the next step to
draw logical, well-developed
conclusions.
Active in the learning process;
takes initiative to explore a topic
with minimal prompts from others;
demonstrates the ability to focus
on pertinent knowledge anddraws
thoughtful conclusions.
Somewhat active in the learning
process; takes some initiative to
explore a topic with specific
prompts from others; somewhat
able to evaluate knowledge and
draw conclusions.
Is inactive or gives minimal
effort in the learning
process; fails to take
initiative to explore
knowledge beyond what is
required or prompted by
others.
Practice
metacognition by
analyzing,
assessing and
reconstructing
their ways of
thinking
Demonstrates clear
understanding of one’s own
thinking process
(metacognition) and gives
more than one example of
own assessment, analysis
and reconstruction/
improvement of own
thinking process.
Demonstrates and gives at least
one example of one’s own
assessment, analysis and
reconstruction/improvement of
own thinking process
(metacognition).
Somewhat recognizes and
acknowledges one’s own thinking
process, assumptions, biases and
views. Demonstrates limited
ability to assess own thinking
process in order to analyze or
reconstruct/improve thinking.
Does not recognize or
minimally acknowledges
one's own thinking. Fails to
identify own assumptions,
views, and biases. Not able
to assess own thinking
process in order to analyze
or reconstruct/improve
thinking.
Exercise openmindedness to
new ideas or ways
of thinking
Synthesizes and integrates
alternate points of view into
their problem solving;
expresses comfort with
uncertainty; demonstrates
an ability to debate pros
and cons of alternate
arguments.
Recognizes the value of multiple
points of view and explores diverse
ideas, but does not synthesize or
incorporate alternate points of
view into problem solving process;
willing to accept that not all
information is known and able to
accept uncertainty.
Acknowledges the existence of
alternate points of view and the
difference from own ideas, but
sees them in a dualistic manner
(right or wrong); attributes truth
to people of authority and
attempts to please others
through the expression of own
ideas.
Only able to state own
perspective; doesn't
recognize the existence of
other points of view.
Developing
*NOTE: In developing these criteria, we emphasized writing and speaking rather than reading.
Beginning
4/12/13
Eight Elements of Thought Rubric
Purpose:
What is the purpose in what I am trying
to achieve or make happen?
Key Questions, Problem or Issue:
What question am I trying to answer or
asking students to grapple with?
Information:
What information is needed to contend
with this question, issue or problem?
Advanced
Central purpose is identified, clearly
stated, realistic and achievable.
Key questions/problem/issue identified
and clearly stated. Recognizes and
explores complexities (multiple
perspectives/possible solutions).
Information gathered is sufficient to
address the key question/problem/
issue. Information is carefully evaluated
and relevant.
Concepts:
What are the central concepts at the
heart of my program that are part of
disciplinary thinking?
Assumptions: What am I taking for
granted? What are the assumptions
shaping my thinking?
Key concepts are identified and
explained. Identifies and uses a
theoretical framework in the discipline
to guide reasoning.
Clearly identifies assumptions and
biases used in making judgments.
Adequately justifies assumptions made.
Interpretations, Inferences:
What inferences or judgments are at
play? What are my conclusions?
Provides reasonable and substantive
justification of how conclusions were
reached. Considers multiple possible
interpretations/solutions.
Points of View:
What are the points of view I need to
consider when thinking through this
problem?
Evaluates and qualitatively compares
alternative points of view in generating
potential solutions.
Implications, Consequences:
What are implications of this thinking?
What are the consequences of the
resulting behavior?
Clearly articulates both positive and
negative implications and possible
consequences of potential solutions
and/or actions.
*Please use this as a template and modify to suit your needs.
Intermediate
Some elements of purpose are
identified and stated, but lacks detail,
clarity, realism and/or ability to be fully
achieved.
Key questions/problem/issue either
partially identified and/or complexities
not fully explored.
Has some pieces, but not all
information needed to address the key
question/problem/issue. Some
information may not be accurate or
relevant.
Key concepts partially identified and
explained, but some elements are
missing. Limited use of a theoretical
framework.
Partially identifies assumptions and
biases used to make judgments. Does
not adequately justify assumptions
made.
Offers explanation of how conclusions
were reached, but not a reasonable
and/or substantive justification.
Considers some possible alternative
interpretations/ solutions.
Considers some alternative points of
view in generating possible solutions.
Inadequate evaluation and comparison
of solutions from different viewpoints.
Partially identifies positive and negative
implications and consequences of
potential solutions and/or actions.
Beginner
Central purpose is vague, unrealistic
and/or not achievable.
Limited or mistaken identification of
key questions/problem/issue, and
complexities not considered (black and
white thinking).
Uses limited information.
Information is not always relevant or
accurate.
Key concepts not well identified or
explained. Theoretical framework not
considered.
Limited attempt to identify and justify
biases and assumptions made.
Offers little explanation of how
conclusions were reached. Only
considers one interpretation of
information.
Limited consideration of alternative
points of view in considering possible
solutions. Tends towards dichotomous
thinking (only one possible solution,
right/wrong).
Minimal identification of positive and
negative implications and
consequences of potential solutions
and/or actions.