Sample Assignments
- Multiple Perspective Policy Brief
- Students analyze how a policy will impact multiple stakeholders, including describing the issue/problem the policy seeks to address, and the differences in arguments between supporters and dissenters.
Sample Rubrics
General Critical Thinking and Reasoning Class
| Criteria | Excellent | Proficient | Developing | Unsatisfactory |
| Explanation of Issues | Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. | Issue/problem to be considered critically is well-clarified so that understanding is not seriously impeded by omissions. | Issue/problem to be considered critically is stated but does not go beyond mere description. | Issue/problem to be considered critically is stated without clarification or description. |
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Selecting and using information to investigate a point of view or conclusion |
Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly. |
Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning. |
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning. |
Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact, without question. |
| Influence of Context and Assumptions | Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position. | Identifies own and others’ assumptions and several relevant contexts when presenting a position. | Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa). | Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position. |
| Conclusions and Related Outcomes (implications and consequences) | Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. | Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. | Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. | Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. |
Adapted from “Critical Thinking VALUE Rubric” by the Association of American Colleges and Universities, 2009, https://www.aacu.org/value-rubrics. This derivative work is licensed under CC BY-NC-SA 4.0.