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Critical Thinking Rubric: ACR210 Troubleshooting

Teacher Name: Mr. Phillips

Student Name: ________________________________________

CATEGORY Mastery 4 points Proficient 3 points Competent 2 points Novice 1 point

Student's position Specific position Specific position Specific position Specific position
(perspective, (perspective, (perspective, (perspective,
(perspective,
thesis/hypothesis) is thesis/hypothesis) takes thesis/hypothesis) thesis/hypothesis) is
thesis/hypothesis) imaginative, taking into into account the acknowledges different stated, but is simplistic
account the complexities complexities of an issue. sides of an issue. and obvious.
of an issue. Limits of Others' points of view
position (perspective, are acknowledged
thesis/hypothesis) are within position
acknowledged. Others' (perspective,
points of view are thesis/hypothesis).
synthesized within
position (perspective,
thesis/hypothesis).
Evidence Information is taken Information is taken Information is taken from Information is taken
from source(s) with from source(s) with source(s) with some from source(s) without
Selecting and
enough enough interpretation/evaluation, any
using information interpretation/evaluation, interpretation/evaluation but not enough to develop interpretation/evaluation.
to investigate a to develop a to develop a coherent a coherent analysis or
point of view or comprehensive analysis analysis or synthesis. synthesis.
conclusion or synthesis.

Explanation of Issue/problem to be Issue/problem to be Issue/problem to be Issue/problem to be

considered critically is considered critically is considered critically is considered critically is
issues
stated clearly and stated, described and stated but description stated without
described clarified so that leaves some terms clarification or
comprehensively, understanding is not undefined, ambiguities description.
delivering relevant seriously impeded by unexplored, boundaries
information necessary omissions. undetermined, and/or
for full understanding. backgrounds unknown.
Conclusions and Conclusions and related Conclusion is logically Conclusion is logically Conclusion is
outcomes tied to a range of tied to information inconsistently tied to
related outcomes
(consequences and information, including (because information is some of the information
(implications and implications) are logical opposing viewpoints; chosen to fit the desired discussed; related
consequences) and reflect students related outcomes conclusion); some related outcomes
informed evaluation and (consequences and outcomes (consequences (consequences and
ability to place evidence implications) are and implications) are implications) are
and perspectives identified clearly. identified clearly. oversimplified.
discussed in priority
order
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