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. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance. Capstone Milestones Benchmark 4 3 2 1 Issue/problem to be Issue/problem to be Issue/problem to be Issue/problem to be Explanation of issues considered critically is considered critically is considered critically is considered critically is stated clearly and described stated, described and stated but description leaves stated without clarification comprehensively, delivering clarified so that some terms undefined, or description. all relevant information understanding is not ambiguities unexplored, necessary for full seriously impeded by boundaries undetermined, understanding. omissions. and/or backgrounds unknown. Evidence Information is from Information is taken from Information is taken from Information is from source(s) with enough source(s) with enough source(s) with some source(s) without any Selecting and using interpretation/evaluation, to interpretation/evaluation to interpretation/evaluation, interpretation/evaluation. information to investigate a develop a comprehensive develop a coherent analysis but not enough to develop a Viewpoints of experts are point of view or conclusion analysis or synthesis. or synthesis. coherent analysis or taken as fact, without Viewpoints of experts are Viewpoints of experts are synthesis. question. questioned thoroughly. subject to questioning. Viewpoints of experts are taken as mostly fact, with little questioning. Thoroughly (systematically Identifies own and others' Questions some Shows an emerging Influence of context and assumptions and methodically) analyzes assumptions and several assumptions. Identifies awareness of present own and others' assumptions relevant contexts when several relevant contexts assumptions (sometimes and carefully evaluates the presenting a position. when presenting a position. labels assertions as relevance of contexts when May be more aware of assumptions). presenting a position. others' assumptions than Begins to identify some one's own (or vice versa). contexts when presenting a position Student's position Specific position Specific position Specific position Specific position (perspective, (perspective, (perspective, (perspective, (perspective,
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. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance. Capstone 4 Milestones 3 2 Benchmark 1 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 stated, described and clarified so that understanding is not seriously impeded by omissions. Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. Issue/problem to be considered critically is stated without clarification or description. Evidence Selecting and using information to investigate a point of view or conclusion Information is 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 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 Student's position (perspective, Specific position (perspective, Specific position (perspective, Specific position (perspective, Specific position (perspective,
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