Critical Thinking Rubrics College

The HCTSR is a rating measure that can be used to assess the observable critical thinking demonstrated by presentations, reports, essays, projects, classroom discussions, panel presentations, portfolios, and other ratable events or performances.

Students and instructors have found the HCTSR ideal for learning to make critical thinking operational in a wide variety of educational contexts.

The HCTSR provides criteria for assigning a rating at one of four levels ranging from strong to weak critical thinking. Instructionally, the use of the HCTSR facilitates an understanding of the language of critical thinking in everyday conversation and practices the rater in the evaluation of classroom level learning outcomes assessment of critical thinking.

Insight Assessment is committed to the international advancement of critical thinking. We believe critical thinking can and should be fostered, developed and assessed.  We offer the HCTSR as a free resource for educators and students.

Holistic Critical Thinking Scoring Rubric in English

Holistic Critical Thinking Scoring Rubric in Chinese (Simplified)

Holistic Critical Thinking Scoring Rubric in Chinese (Traditional)

Holistic Critical Thinking Scoring Rubric in Farsi

Holistic Critical Thinking Scoring Rubric in Italian 

Holistic Critical Thinking Scoring Rubric in Latvian

Holistic Critical Thinking Scoring Rubric in Portuguese

Holistic Critical Thinking Scoring Rubric in Russian

Holistic Critical Thinking Scoring Rubric in Spanish

Permission for use: HCTSR, © 1994, by Peter A. Facione and Noreen C. Facione. Published by Insight Assessment / The California Academic Press. Permission is hereby granted to copy the HCTSR to use this tool for teaching, assessment or other educational and noncommercial purposes. No part of the HCTSR may be altered. Appropriate author and publisher citation is required. Other permissions, e.g. to reproduce the HCTSR for sale in course packages, books, or on-line can be obtained by contacting Insight Assessment / The California Academic Press. Students and instructors may download a free PDF copy of the HCTSR for personal, noncommercial uses.

Advisory Note: The HCTSR is not a standardized measure of critical thinking. It is a qualitative tool best used for developmental purposes. The validity and reliability of HCTSR ratings rest on the ability of the rater to recognize and discriminate between varying examples of reasoning processes. As with all rubrics, the training and calibration of raters in the use of this tool is required to establish valid and reliable ratings (Kappa statistic).

Critical Thinking Rubric

This rubric is designed to evaluate the extent to which undergraduate students evaluate claims, arguments, evidence, and hypotheses.

Results will be used for program improvement purposes only.

Download the Critical Thinking Rubric (PDF version)
Course:Instructor:Student:Date:
ComponentComponent Fully Met
(rating = 3)
Component Met
(rating = 2)
Component Met
(rating = 1)
Component Not Met
(rating = 0)
Rating
Accurately interpret evidence and thoughtfully evaluate alternative points of viewInformation 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.
 
Draw judicious conclusions, justify results, and explain reasoningNot only develops a logical, consistent plan to solve problem, but recognizes consequences of solution and can articulate reason for choosing solution.

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.
Having selected from among alternatives, develops a logical, consistent plan to solve the problem.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.
Considers and rejects less acceptable approaches to solving problem.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.
Only a single approach is considered and is used to solve the problem.

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.
 
Engage in skepticism, judgment, and free thinkingExtends a novel or unique idea, question, format, or product to create new knowledge or knowledge that crosses boundaries.Creates a novel or unique idea, question, format, or product.Experiments with creating a novel or unique idea, question, format, or product.Reformulates a collection of available ideas. 
Engage in abstract reasoning, questioning and understandingActively seeks out and follows through on untested and potentially risky directions or approaches to the assignment in the final product.

Integrates alternate, divergent, or contradictory perspectives or ideas fully.
Incorporates new directions or approaches to the assignment in the final product.

Incorporates alternate, divergent, or contradictory perspectives or ideas in a exploratory way.
Considers new directions or approaches without going beyond the guidelines of the assignment.

Includes (recognizes the value of) alternate, divergent, or contradictory perspectives or ideas in a small way.
Stays strictly within the guidelines of the assignment.

Acknowledges (mentions in passing) alternate, divergent, or contradictory perspectives or ideas.
 
Notes:

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