A Critical Thinking/Problem Solving Rubric
As part of a volunteer project I do every year, I have contact with a number of local high schools. This year's project began last week, and, in checking online to see whether there had been any changes in the administration at Springfield High School of Science & Technology, I came upon a rubric (pdf) for critical thinking and problem solving that seems worth sharing.1The rubric evaluates five dimensions of critical thinking and problem solving:
- Concepts
- Procedures
- Analysis
- Solutions
- Conclusions
Concepts
Exemplary — Creatively and thoroughly demonstrates complete understanding and the relationship of complex concepts, hierarchical thinking, and multi-faceted problems, employing evaluative synthesis.
Accomplished — Completely demonstrates understanding and the relationship of complex concepts, hierarchical thinking, and multi-faceted problems.
Developing — Demonstrates understanding and the relationship of complex concepts, hierarchical thinking, and multi-faceted problems.
Beginning — Does not demonstrate understanding and the relationship of complex concepts, hierarchical thinking, and/or multi-faceted problems.
Procedures
Exemplary — Clearly identifies specific problem(s) and integrates complex ideas. Employs formulas, procedures, principles, or themes accurately and/or creatively. Selects sufficient relevant data/information.
Accomplished — Identifies specific problem(s) and integrates complex ideas. Employs formulas, procedures, principles, or themes accurately. Selects sufficient relevant data/information.
Developing — Does not necessarily identify specific problem(s) or integrate complex ideas. Employs some formulas, procedures, principles, or themes. May have some inaccuracies and/or insufficient or irrelevant data/information.
Beginning — Does not identify specific problem(s) or integrate complex ideas. Inaccurately employs formulas, procedures, principles, or themes. Has insufficient or irrelevant data/information.
Analysis
Exemplary — Insightfully and accurately interprets and comprehensively evaluates information, positions, or perspectives that balance opposing points of view.
Accomplished — Accurately interprets and comprehensively evaluates information, positions, or perspectives that balance opposing points of view.
Developing — Provides weak or incomplete evaluation of information, positions, or perspectives.
Beginning — Misinterprets or incorrectly evaluates of information, positions, or perspectives.
Solutions
Exemplary — Gives exceptionally clear, coherent, and cohesive solutions, incorporating the most effective method to solve the problem. Explains multiple solutions, anticipating questions.
Accomplished — Gives coherent and cohesive solutions, incorporating effective methods to solve the problem. Explains solutions clearly.
Developing — Gives simple or abbreviated solutions with some minor inconsistencies or omissions. Explains solutions with only partial clarity.
Beginning — Gives simple or abbreviated solutions with significant inconsistencies or omissions. Presents ideas in a fragmented manner with no clear or coherent order.
Conclusions
Exemplary — Conclusions are accurate, detailed, complete, well-supported, logical, consistent with the available evidence, and often unique.
Accomplished — Conclusions are generally accurate, complete, logical, and consistent with the available evidence.
Developing — Conclusions are imperfectly accurate, complete, logical, and consistent with the available evidence; there may be minor inconsistencies or omissions.
Beginning — Conclusions are inaccurate, incomplete, illogical, and inconsistent with the available evidence.
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1 Previous posts dealing with critical thinking rubrics are here, here, and here.
Labels: Critical thinking
posted by Karen Nelson @ 11:16 PM
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