CRITICAL THINKING RUBRIC

This rubric was developed by an interdisciplinary team of faculty representing colleges at Stephen F. Austin State University (SFA) through a
process that examined and modified the AACU Written Communication Value Rubric to meet the needs of SFA’s core curriculum assessment.
The rubric articulates fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more
sophisticated levels of attainment. The rubric is intended for institutional-level use in evaluating and discussing student learning, not for grading.
The SFA team agrees with the utility of the AACU VALUE rubric, which “is to position learning at all undergraduate levels within a basic framework
of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.”

Definition

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or
formulating an opinion or conclusion.

Framing Language

This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that
share common attributes. Further, research suggests that successful critical thinkers from all disciplines increasingly need to be able to apply
those habits in various and changing situations encountered in all walks of life.

This rubric is designed for use with many different types of assignments and the suggestions here are not an exhaustive list of possibilities. Critical
thinking can be demonstrated in assignments that require students to complete analyses of text, data, or issues. Assignments that cut across
presentation mode might be especially useful in some fields. If insight into the process components of critical thinking (e.g., how information
sources were evaluated regardless of whether they were included in the product) is important, assignments focused on student reflection might be
especially illuminating.

Glossary

The definitions that follow were developed to clarify terms and concepts used in this rubric only.

• Assumptions: Ideas, conditions, or beliefs (often implicit or unstated) that are "taken for granted or accepted as true without proof."
(quoted from www.dictionary.reference.com/browse/assumptions)
• Context: The historical, ethical, political, cultural, environmental, or circumstantial settings or conditions that influence and complicate the
consideration of any issues, ideas, artifacts, and events.
 CRITICAL THINKING RUBRIC
Critical Thinking Skills (THECB, Elements of the Core Curriculum): to include creative thinking, innovation, inquiry, and analysis, evaluation and
synthesis of information

Definition: critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or
formulating an opinion or conclusion.

Capstone Accomplished Developing Beginning Unacceptable

4 3 2 1 0

Identification and Issue/problem to be Issue/problem to be considered Issue/problem to be considered Issue/problem to be considered Issue/problem to be considered
explanation of issues considered critically is stated critically is stated, described, critically is stated but description critically is stated without critically is not stated.
clearly and described and clarified so that leaves some terms undefined, clarification or description.
comprehensively, delivering all understanding is not seriously ambiguities unexplored,
relevant information necessary impeded by omissions. boundaries undetermined,
for full understanding. and/or backgrounds unknown.
Collection of Information* taken from Information taken from source(s) Information taken from source(s) Information taken from source(s) is No source information is
information source(s) is sufficient to is sufficient to develop a is insufficient to develop insufficient to develop any analysis provided.
develop a comprehensive coherent analysis and synthesis. coherent analysis and synthesis. and synthesis.
analysis and synthesis.
Recognition of Thoroughly (systematically and Identifies own and others' Questions some assumptions. Shows an emerging awareness of Shows no awareness of present
context and methodically) analyzes own assumptions and several May be more aware of others' present assumptions (sometimes assumptions. Does not identify
assumptions and others' assumptions and relevant contexts before assumptions than one's own (or labels assertions as assumptions). contexts before presenting a
carefully evaluates the presenting a point of view**. vice versa). Identifies several Begins to identify some contexts point of view.
relevance of contexts before relevant contexts before before presenting a point of view.
presenting a point of view**. presenting a point of view.
Evaluation and The evaluation of information is The evaluation of information is The evaluation of information is The evaluation of information is No evaluation of information is
Synthesis of thorough, taking into account sufficient, taking into account incomplete, not taking into simplistic, obvious, or has limited provided.
information the complexities of an issue, some complexities of an issue, account the complexities of an relevance.
while acknowledging limits and while acknowledging some limits issue.
synthesizing other points of and synthesizing other points of
view. view.
Conclusions and Conclusions and related Conclusion is logically tied to a Conclusion is logically tied to Conclusion is inconsistently tied to No conclusion is provided.
related outcomes outcomes (consequences and range of information, including information (because some of the information discussed;
implications) are logical and opposing viewpoints; related information is chosen to fit the related outcomes (consequences
reflect student’s informed outcomes (consequences and desired conclusion); some and implications) are
evaluation and ability to place implications) are identified related outcomes oversimplified.
evidence and perspectives clearly. (consequences and
discussed in priority order. implications) are identified
clearly.
*
Information includes observations, experts’ sources, or empirical data.
**
Point of view includes hypothesis, thesis, conditions, or perspectives.

Reprinted [or Excerpted] with permission from Assessing Outcomes and Improving Achievement: Tips and tools for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the
Association of American Colleges and Universities.