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Evaluation of Critical Thinking

The criteria for evaluation of critical thinking address the 8 steps identified in the problem solving/decision making process. 

 

Problem Solving

Decision-Making
Definition

1. Recognize and define a problem to be solved.

1. Identify and define the goal to be achieved and/or the opportunity that presents itself.
A The author correctly identifies the problem to be solved. The author correctly identifies the goal and/or the opportunity that presents itself.
B The author correctly identified most aspects of the problem to be solved. No extraneous or irrelevant problems, assumptions, or facts are identified. The author correctly identifies the goal and/or the opportunity that presents itself. No extraneous or irrelevant problems, assumptions, or facts are identified.
C The author correctly identifies some aspects of the problem to be solved. Extraneous or irrelevant problems, assumptions, or facts may be identified, but are not so significant in quantity or magnitude as to inhibit reader understanding. The author correctly identifies some aspects of the goal or opportunity. Extraneous or irrelevant material may be identified, but are not so significant in quantity or magnitude as to inhibit reader understanding.
D The author correctly identifies very few aspects of the problem to be solved. Extraneous or irrelevant problems, assumptions, or facts are sufficient in number and/or magnitude to seriously inhibit reader understanding.

The author correctly identifies very few aspects of the goal or opportunity. Extraneous or irrelevant material is sufficient in quantity and/or magnitude to seriously inhibit reader understanding.

E

 The author cannot identify the problem to be solved. Extraneous or irrelevant problems, assumptions, or facts constitute a greater portion of the analysis than relevant material. The author cannot identify the goal or opportunity. Extraneous or irrelevant material constitutes a greater portion of the analysis than relevant material.
Analysis

2. Identify the root causes of the problem.

2. Analyze the opportunity presented and the relevant issues to be addressed.
A

The author correctly identifies the root causes of problem to be solved.

The author correctly identifies the opportunity presented and the relevant issues to be addressed.
B The author correctly identified most of the root causes of the problem to be solved. No extraneous or irrelevant problems, assumptions, or facts are identified.

The author correctly identified most of the opportunities and relevant issues. No extraneous or irrelevant problems, assumptions, or facts are identified.
C

The author correctly identifies some of the root causes of the problem to be solved. Extraneous or irrelevant problems, assumptions, or facts may be identified, but are not so significant in quantity or magnitude as to inhibit reader understanding.

The author correctly identified some of the opportunities and relevant issues. Extraneous or irrelevant problems, assumptions, or facts may be identified, but are not so significant in quantity or magnitude as to inhibit reader understanding.
D

The author correctly identifies very few root causes of the problem to be solved. Extraneous or irrelevant problems, assumptions, or facts are sufficient in number and/or magnitude to seriously inhibit reader understanding.

The author correctly identified some of the opportunities and relevant issues.  Extraneous or irrelevant problems, assumptions, or facts are sufficient in number and/or magnitude to seriously inhibit reader understanding.
E The author cannot identify any of the root causes of the problem to be solved. Extraneous or irrelevant problems, assumptions, or facts constitute a greater portion of the analysis than relevant material.

The author cannot identify any of the opportunities and relevant issues. Extraneous or irrelevant problems, assumptions, or facts constitute a greater portion of the analysis than relevant material.
Analysis

3. Identify criteria for evaluating possible solutions.

3. Identify criteria for evaluating possible strategies and actions to achieve the goal(s).
A The criteria identified for evaluating solutions to the problem to be solved are appropriate to the situation and sufficiently rigorous eliminate inappropriate solutions.

The criteria identified for evaluating strategies and actions to achieve the goals are appropriate to the situation and sufficiently rigorous eliminate inappropriate solutions.
B Most of the criteria identified for evaluating solutions to the problem to be solved are appropriate to the situation and sufficiently rigorous eliminate inappropriate solutions. Extraneous or irrelevant criteria will not materially alter the outcome of the situation. Most of the criteria identified for evaluating strategies and actions to achieve the goals are appropriate to the situation and sufficiently rigorous eliminate inappropriate solutions. Extraneous or irrelevant criteria will not materially alter the outcome of the situation.
C

Some of the criteria identified for evaluating solutions to the problem to be solved are appropriate to the situation. Extraneous or irrelevant criteria are sufficient in number or magnitude to have some negative impact on the outcome of the situation.

 Some of the criteria identified for evaluating strategies and actions to achieve the goals are appropriate to the situation. Extraneous or irrelevant criteria are sufficient in number or magnitude to have some negative impact on the outcome of the situation.
D Most of the criteria identified for evaluating solutions to the problem to be solved are inappropriate to the situation. Extraneous or irrelevant criteria are sufficient in number or magnitude to have a significant negative impact on the outcome of the situation.

Most of the criteria identified for evaluating strategies and actions to achieve the goals are in appropriate to the situation. Extraneous or irrelevant criteria are sufficient in number or magnitude to have a significant negative impact on the outcome of the situation.
E The author cannot identify any criteria relevant to evaluating solutions to the problem. Extraneous or irrelevant criteria are sufficient in number or magnitude to materially alter the outcome of the situation. The author cannot identify any criteria relevant to evaluating strategies and actions to achieve the goals. Extraneous or irrelevant criteria are sufficient in number or magnitude to materially alter the outcome of the situation.
Synthesis

4. Identify possible solutions.

4. Identify possible strategies and actions against criteria.
A

The solutions identified are appropriate to the situation and sufficiently comprehensive (individually or collectively) to solve the problem.

The strategies and actions identified are appropriate to the situation and sufficiently comprehensive (individually or collectively) to solve the problem.
B

Most of the solutions identified are appropriate to the situation and sufficiently comprehensive (individually or collectively) to solve the problem. Extraneous or irrelevant solutions will not have a major negative outcome.

Most of the strategies and actions identified are appropriate to the situation and sufficiently comprehensive (individually or collectively) to solve the problem. Extraneous or irrelevant solutions will not have a major negative outcome.
C Some of the solutions identified are appropriate to the situation and sufficiently comprehensive (individually or collectively) to solve the problem. Extraneous or irrelevant solutions will  have an adverse impact on the situation. Some of the strategies and actions identified are appropriate to the situation and sufficiently comprehensive (individually or collectively) to solve the problem. Extraneous or irrelevant solutions will  have an adverse impact on the situation.
D Most of the solutions identified are in appropriate to the situation. Extraneous or irrelevant solutions are sufficient in number or magnitude to have a significant negative impact on the outcome of the situation. Most of the strategies and actions identified are in appropriate to the situation. Extraneous or irrelevant solutions are sufficient in number or magnitude to have a significant negative impact on the outcome of the situation.
E

The author cannot identify any solutions relevant to the problem. Extraneous or irrelevant solutions are sufficient in number or magnitude to materially alter the outcome of the situation.

 The author cannot identify any strategies and actions relevant to the goal or opportunity. Extraneous or irrelevant strategies and actions are sufficient in number or magnitude to materially alter the outcome of the situation.
Analysis

5. Evaluate possible solutions against established criteria.

5. Evaluate possible strategies and actions against established criteria.
A All criteria are appropriately used to evaluate the solutions. There are no inconsistencies in reasoning or argument. All criteria are appropriately used to evaluate the strategies and actions. There are no inconsistencies in reasoning or argument.
B

Most criteria are appropriately used to evaluate the solutions. Any inconsistencies in reasoning or argument are minor and do not materially affect the outcome of the analysis.

 Most criteria are appropriately used to evaluate the strategies and actions. Any inconsistencies in reasoning or argument are minor and do not materially affect the outcome of the analysis.
C Some criteria are appropriately used to evaluate the solutions. Inconsistencies in reasoning or argument are sufficient in number or magnitude to materially affect the outcome of the analysis. Some criteria are appropriately used to evaluate the strategies and actions. Inconsistencies in reasoning or argument are sufficient in number or magnitude to materially affect the outcome of the analysis.
D Inconsistencies between the choice of criteria and solutions suggest that the student has below average understanding of course material and/or the process to be used in arriving at a solution.

Inconsistencies between the choice of criteria and strategies and actions suggest that the student has below average understanding of course material and/or the process to be used in arriving at a strategies and actions.
E Student uses inappropriate criteria to evaluate the alternative solutions or fails to evaluate the solutions at all. Student appears to have no understanding of course material and/or the process to be used in arriving at a solution. Student uses inappropriate criteria to evaluate the alternative strategies and actions  or fails to evaluate the strategies and actions  at all. Student appears to have no understanding of course material and/or the process to be used in arriving at a strategies and actions.
Decision

6. Select "best" solutions.

6. Select "best" set of strategies and actions.
A

Selection of solutions is consistent with application of criteria and appropriate to the situation.

 Selection of strategies and actions is consistent with application of criteria and appropriate to the situation.
B

Selection of solutions is appropriate. Minor inconsistencies in reasoning or analysis do not affect the outcome.

Selection of strategies and actions is appropriate. Minor inconsistencies in reasoning or analysis do not affect the outcome.
C

Selection of solutions is questionable. Inconsistencies in reasoning or analysis suggest that the student fails to understand some elements of the problem.

Selection of strategies and actions is questionable. Inconsistencies in reasoning or analysis suggest that the student fails to understand some elements of the problem.
D Selection of solutions is seriously flawed. Inconsistencies in reasoning or analysis suggest that the student fails to understand significant elements of the problem.

Selection of strategies and actions is seriously flawed. Inconsistencies in reasoning or analysis suggest that the student fails to understand significant elements of the problem.
E Selection of solutions is inappropriate to the situation. Inconsistencies in reasoning or analysis suggest that the student lacks fundamental understanding of course material. Selection of strategies and actions is inappropriate to the situation. Inconsistencies in reasoning or analysis suggest that the student lacks fundamental understanding of course material.
Decision

7. Develop a detailed plan to implement the solution(s) chosen.

7. Develop a detailed plan to implement the strategies and actions chosen.
A

Implementation plan is coherent, comprehensive, appropriate to the context, and would be successful if carried out.

Implementation plan is coherent, comprehensive, appropriate to the context, and would be successful if carried out.
B

Basic structure of the implementation plan is appropriate. The lack of some elements (or the presence of inappropriate ones) might provide barriers to implementation.

Basic structure of the implementation plan is appropriate. The lack of some elements (or the presence of inappropriate ones) might provide barriers to implementation.
C The structure of the implementation plan is somewhat appropriate. The lack of some elements (or the presence of inappropriate ones) would provide some barriers to implementation.

The structure of the implementation plan is somewhat appropriate. The lack of some elements (or the presence of inappropriate ones) would provide some barriers to implementation.
D The structure of the implementation plan is  inappropriate. The lack of major elements (or the presence of inappropriate ones) would provide significant barriers to implementation. The structure of the implementation plan is  inappropriate. The lack of major elements (or the presence of inappropriate ones) would provide significant barriers to implementation.
E The implementation plan is seriously flawed (or entirely lacking). The lack of major elements (or the presence of inappropriate ones) would make implementation of the plan impossible.

The implementation plan is seriously flawed (or entirely lacking). The lack of major elements (or the presence of inappropriate ones) would make implementation of the plan impossible.
Decision

8. Evaluate the effectiveness of the solution, and ideally, identify opportunities for improvement.

8. Evaluate the effectiveness of the strategies and actions, and ideally, identify opportunities for improvement.
A The student is able to evaluate the effectiveness of the solution and/or opportunities for improvement at a macro level and a micro level. There are no flaws in reasoning, logic, or rigor. All subtleties are identified and discussed. The student is able to evaluate the effectiveness of the strategies and actions and/or opportunities for improvement at a macro level and a micro level. There are no flaws in reasoning, logic, or rigor. All subtleties are identified and discussed.
B

The student is able to evaluate the effectiveness of the solution and/or opportunities for improvement at a macro level and a micro level. Flaws in reasoning, logic, or rigor do not present serious problems. Most subtleties are identified and discussed.

 The student is able to evaluate the effectiveness of the strategies and actions and/or opportunities for improvement at a macro level and a micro level. Flaws in reasoning, logic, or rigor do not present serious problems. Most subtleties are identified and discussed.
C

The student is able to evaluate the effectiveness of the solution and/or opportunities for improvement at a macro level. Subtleties are ignored or treated peripherally.

 The student is able to evaluate the effectiveness of the strategies and actions and/or opportunities for improvement at a macro level. Subtleties are ignored or treated peripherally.
D The student is unable to evaluate the effectiveness of the solution and/or opportunities for improvement, except in the most peripheral fashion.

The student is unable to evaluate the effectiveness of the strategies and actions and/or opportunities for improvement, except in the most peripheral fashion.
E The student is unable to evaluate the effectiveness of the solution and/or opportunities for improvement.

The student is unable to evaluate the effectiveness of the strategies and actions and/or opportunities for improvement.

Each of the steps above may or may not require the use of additional skills, such as the use of information, choice of analytical procedures, computations, interpretation of results, use of examples, relevance of the overall analysis, and the thoroughness of the overall analysis. Criteria for evaluation of these skills are provided in the table below.
Level General Characteristics of Student Work
A The student has clearly understood the problem. Potential courses of action and their probable consequences are clearly identified. Recommendations are appropriate for the context, supported by rational conclusions, and an evaluation of the alternatives available. Facts and opinions are used appropriately.
B Student has a good understanding of the problem. Most potential courses of action and most of their probable consequences are identified. Recommendations are appropriate, although there may be minor inconsistencies between the facts of the situation and the student’s arguments. Evaluation of alternatives contains minor omissions. Confusion of fact and opinion may cause minor problems for the reader.
C The student partially understands the problem . Important courses of action are omitted or some of those suggested are inappropriate for the situation. Significant inconsistencies between the facts of the situation and the student’s arguments make comprehension difficult for the reader. Evaluation of alternatives is cursory or seriously flawed. Arguments contain significant confusion between fact and opinion.
D Student has begun to identify aspects of the problem. Student may focus on a single course of action, offering only minor arguments in support thereof. Evaluation of alternatives is superficial. Arguments tend to be supported by opinions only.
E Student is unable to document the problem in a coherent manner. Such alternative courses of action as are identified may be irrelevant or inappropriate to the situation. Evaluation of alternatives is non-existent.
 

Use of information

A Author uses all factual information and data consistent with and appropriate to completion of the assignment. All information is accurate and from appropriate sources. All data sources are cited  by the author.
B Author selects and reports most factual information and data consistent with and appropriate to completion of the assignment. Most information is accurate and from appropriate sources. All data sources are cited by the author.
C

Author selects and reports some factual information and data related to the assignment. Other information might have been better to complete the assignment than that selected and reported. Most information is accurate and from appropriate sources.

D Author selects and reports factual information and data that has only limited application to the assignment. Other data would be needed to complete the assignment.
E

Author selects and reports no factual information or data consistent or appropriate to completion of the assignment.

 

Choice of analytical procedure
A Author selects the best model or analytical procedure to complete the assignment
B Author uses a model or analytical procedure suitable to the assignment, but a better model or analytical procedure was available.
C Author uses a model or analytical procedure that is only partially consistent with completion of the assignment
D Author uses a model or analytical procedure not related to completion of the assignment
E

Author does not appear to have selected any organized method of analysis although one is necessary to complete the assignment

 

Computations (where relevant) 
A

Computation procedures art correct. All algebraic and numerical calculations are correct. Calculations are based on the correct conceptual foundations.
B Computation procedures are correct. Numerical calculations are correct with the exception of minor arithmetic errors. Calculations are based on the correct conceptual foundations.
C

Errors in calculation arise because of incorrect computational procedures or serious arithmetic errors. Conceptual errors may lead to incorrect conclusions or results.
D

Required calculations were attempted, but the author clearly does not understand the required computational process involved. Errors in arithmetic manipulation may be confounded or exacerbated by serious conceptual errors.
E

Calculations required to complete the assignment are not attempted, or mechanical and conceptual errors render the attempted solution unintelligible. 
 

Correctly interprets results
A Inferences derived from the analysis are complete, correctly specified, consistent with the information and analytical procedure used, and appropriate to the requirements of the assignment.
B

Inferences derived from the analysis are generally appropriate but contain minor flaws in specification or consistency with available information and analytical procedures.
C Inferences derived from the analysis are incomplete or seriously flawed in the context of the information available and analytical procedure used
D

Inferences derived from the analysis are not supported by the information available or analytical procedure used.
E

Inferences necessary to satisfy the requirements of the assignment an non-existent.
 

Uses appropriate examples
A

Examples are appropriate, consistent with the concept to be illustrated, and effective in conveying the concept intended by the author. Examples used improve reader understanding of the concept intended by the author.
B Examples are appropriate to the concept intended by the author. However, the author fails to make a clear, explicit connection between the concept developed and the example. Examples used contribute to reader understanding of the concept.
C

The reader has difficulty relating the examples used to the concept intended by the author. The author fails to make a clear connection between the example and the intended concept. Examples are only marginally useful in assisting reader understanding.
D

The reader cannot determine how the example used relates to the analysis. Examples are not helpful in assisting reader understanding.
E

Examples are required for the assignment but are not provided.
 

Answers and analysis are relevant to the question
A All information provided by the author is explicitly related to completion of the assignment. None of the author's work is extraneous to the assignment.
B Most of the information provided by the author is explicitly related to completion of the assignment. A small amount of extraneous information is included, but does not seriously detract from completion of the assignment.
C

The author includes both relevant and extraneous material. Work suggests that the author had some difficulty distinguishing between what was relevant and what was not.
D

The author includes more extraneous material than relevant material. Work suggests that the author had substantial difficulty distinguishing what was relevant and what was not.
E Extensive inclusion of extraneous material suggests that the author had no understanding of the assignment or the material required to complete the assignment
 

Answers the question the question completely
A All parts of the assignment are explicitly completed and all questions and parts of questions are fully addressed.
B All parts of the assignment are completed. Some minor omissions in answering parts of some questions do not detract materially from understanding the author's work in the context of the assignment.
C All parts of the assignment me completed. Some omissions in answering specific questions (or parts of questions) suggest that the author had only partial understand of the assigned questions and related material.
D

All parts of the assignment are completed. Significant omissions in answering specific questions suggest that the author did not understand the assigned questions or related material.
E A significant portion of questions or part of the assignment are not answered. This rating always applies if an entire assignment is missing. No credit is earned if the instructor assigns this rating to the criteria.

In the context of these criteria, "author" refers to the student submitting the work.

Copyright © 2008 Gerald M. Myers
Last modified:09/05/2009 01:52:14 PM