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The
New Critical and Integrative Thinking Rubric, Fall 2006
In the past two years, educators across
the institution have begun developing a Critical and Integrative
Thinking Rubric to highlight the importance of integrating
ideas and perspectives across traditional boundaries of
viewpoint, practice, and discipline. Within
the General Studies program, faculty from General
Education, History, English, General Studies, Comparative
Ethnic Studies, and Career Services, as well as assessment
specialists from the Center for Teaching, Learning, and
Technology, worked together to adapt the WSU Critical
Thinking Rubric.
Changes to the rubric
The new Critical and Integrative Thinking Rubric makes
some significant changes to the previous version
of the WSU critical thinking rubric:
- Each dimension identifies and describes criteria for
three stages: emerging, developing, and mastering
(rather than for two stages in the Critical Thinking
Rubric). This change helps make visible different
stages and skills in each dimension, revealing a continuum
rather than a divide, providing a more educative and
nuanced approach than a dualistic system can offer.
- Communication skills have
been added as a new dimension (dimension 7) even though
they are not traditionally considered a construct of
critical thinking. While using the Critical
Thinking Rubric to assess student work, WSU faculty
and others found that skills used in communication impacted
their perception of the work and the extent to which
critical thinking was effectively expressed. This
new dimension captures those criteria.
- Criteria related to examining assumptions, context,
and ethical considerations are combined (dimension
2), instead of being assessed as separate criteria in
the previous version.
- Criteria related to information literacy--search,
selection, and source evaluation skill--expand the assessment
of data and evidence (dimension 4).
Continual refinement
As programs and faculty use the new rubric more, it will
continue to be refined and adapted to fit their needs
and context, in an on-going cycle of improvement. |
1 |
Identifies,
summarizes (and appropriately reformulates)
the problem/question/work assignment |
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This dimension
focuses on task or issue identification, including subsidiary,
embedded, or implicit aspects of an issue and the relationships
integral to effective analysis. Expand |
2 |
Identifies
and considers the influence of context *
and assumptions. |
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This dimension
focuses on scope and context, and considers audience of
the analysis. Context includes recognition of the relative
nature of context and assumptions, the reflective challenges
in addressing this complexity and bias, including the way
ethics are shaped by context and shape assumptions. Expand |
3 |
Develops,
and communicates OWN perspective, hypothesis or
position. |
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This dimension
focuses on ownership of an issue, indicated by the justification
and advancement of an original view or hypothesis, recognition
of own bias, and skill at qualifying or integrating contrary
views or interpretations. Expand |
4 |
Presents,
assesses, and analyzes appropriate supporting
data/evidence. |
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This dimension
focuses on evidence of search, selection, and source evaluation
skills--including accuracy, relevance and completeness.
High scores provide evidence of bias recognition, causality,
and effective organization. Expand
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5 |
Integrates
issue using OTHER (disciplinary) perspectives
and positions. |
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This dimension
focuses on the treatment of diverse perspectives, effective
interpretation and integration of contrary views and evidence
through the reflective and nuanced judgment and justification.
Expand
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6 |
Identifies
and assesses conclusions, implications, and consequences. |
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This dimension
focuses on integrating previous dimensions and extending
them as they explicitly and implicitly resolve in consequences.
Well developed conclusions do more than summarize. They
establish new directions for consideration in light of context
and the breadth and depth of the evidence. Expand
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7 |
Communicates
effectively. |
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This dimension
focuses on the presentation. If written, it is organized
effectively, cited correctly; the language use is clear
and effective, errors are minimal, and the style and format
are appropriate for the audience. Expand
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Click
here for a printable
version (pdf)
of
the
Critical and Integrative Thinking
Rubric, 2006
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