on his/her largely fails to research. come to his/her own conclusions based on his/her research. Critical Thinking (objectives 1, 2, 3, 5 and 7) Explanation of Issue/problem is stated Issue/problem is Issue/problem is Issue/problem is issue/research clearly and described stated, described, stated, but stated without question comprehensively, and clarified so description leave sufficient delivering all that understanding some terms clarification or information necessary is not seriously undefined, description. for full understanding. impeded by ambiguities omissions. unexplored, boundaries undetermined, and/or backgrounds unknown. Importance of Importance of the Importance of Importance of Importance of issue/research issue/problem is made issue/problem is issue/problem is issue/problem is question clear in terms of the addressed mentioned, but not not discussed. theoretical or practical generally, but further discussed. contributions of the without specific project. discussion of theoretical or practical contributions of the project. Context and Identifies own and Questions some Shows minimal or theoretical analyzes own and others’ assumptions; no awareness of assumptions others’ assumptions and assumptions and identifies several assumptions and/or carefully evaluates the several relevant relevant contexts relevant contexts. relevance of contexts contexts when for issue/problem But explores (e.g. historical, presenting the or positions, but neither in great political, cultural, etc.) issue/problem or may be more aware detail. relevant positions. of others’ assumptions than one’s own (or vice versa). Student’s The student’s specific The student’s The student’s The student’s thesis/hypothesis and/or specific specific specific and/or is imaginative, taking thesis/hypothesis thesis/hypothesis thesis/hypothesis perspective into account the and/or position and/or position and/or position is complexities of an issue; takes into account acknowledges stated, but is limits of position are the complexities of different sides of simplistic and acknowledged; others’ an issue; others’ an issue. obvious. points of view are points of view are
on his/her research. largely fails to come to his/her own conclusions based on his/her research. Critical Thinking (objectives 1, 2, 3, 5 and 7) Explanation of issue/research question Issue/problem is stated clearly and described comprehensively, delivering all information necessary for full understanding. Issue/problem is stated, described, and clarified so that understanding is not seriously impeded by omissions. Issue/problem is stated, but description leave some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. Issue/problem is stated without sufficient clarification or description. Importance of issue/research question Importance of the issue/problem is made clear in terms of the theoretical or practical contributions of the project. Importance of issue/problem is addressed generally, but without specific discussion of theoretical or practical contributions of the project. Importance of issue/problem is mentioned, but not further discussed. Importance of issue/problem is not discussed. Context and theoretical assumptions analyzes own and others’ assumptions and carefully evaluates the relevance of contexts (e.g. historical, political, cultural, etc.) Identifies own and others’ assumptions and several relevant contexts when presenting the issue/problem or relevant positions. Questions some assumptions; identifies several relevant contexts for issue/problem or positions, but may be more aware of others’ assumptions than one’s own (or vice versa). Shows minimal or no awareness of assumptions and/or relevant contexts. But explores neither in great detail. Student’s and/or perspective The student’s specific thesis/hypothesis and/or is imaginative, taking into account the complexities of an issue; limits of position are acknowledged; others’ points of view are The student’s specific thesis/hypothesis and/or position takes into account the complexities of an issue; others’ points of view are The student’s specific thesis/hypothesis and/or position acknowledges different sides of an issue. The student’s specific thesis/hypothesis and/or position is stated, but is simplistic and obvious.