Kindergarten Collaboration Rubric

Exceeds Above Proficient

4

Leadership and
Initiative

Cooperation

Flexibility

Responsibility and
Productivity

Demonstrates a clear understanding

of the scope and importance of the
groups work; consistently showing
responsibility for carrying out the
plans with little prompting or
coaching.

Meets/Proficient
3

Learning/Intermediate
2

Demonstrates a clear understanding

Demonstrates a limited
of the scope and importance of the
understanding of the scope and
groups work with teacher guidance;
importance of the groups work;
developing responsibility for carrying sometimes developing responsibility
out the plans.
for carrying out the plans.

Area of Concern/Novice
1

Frequently misunderstands the

scope and importance of the
groups work; has not yet
developed responsibility for
carrying out the plans.

Consistently follows agreed-upon

Consistently follows agreed-upon
Sometimes follows agreed-upon
Rarely follows ageed-upon norms
norms for respectful discussions and norms for respectful discussions and norms for respectful discussions and
for respectful discussions and
decision-making.
developing decision-making skills.
developing decision-making skills.
decision-making.
Expresses their ideas and shows
understanding and developing the
appreciation of the various ideas
and opinions of group members.

Expresses their ideas and is

developing the ability to listen to the
ideas of others.

Developing the skills to express

ideas and to listen to the ideas of
others.

Accepts responsibilities with a

Accepts responsibilities with a
Sometimes accepts responsibilities
positive attitude and regularly meets positive attitude, and meets task
and sometimes meets task
task requirements.
requirements with teacher guidance. requirements with teacher guidance.

Rarely expresses ideas and listens

to others.

Shows a lack of willingness to

accept responsibilities.

Use of Tech Tools for

S&A Synchr

Shows a lack of comfort and

Consistently demonstrates comfort Is beginning to demonstrate comfort
confidence in collaborating
Refrains from collaborating
and confidence in collaborating
and confidence in collaborating
synchronously and asynchronously synchronously and asynchronously
synchronously and asynchronously synchronously and asynchronously
using technology, but can be guided
using technology.
using technology.
using technology.
to do so.

Responsiveness

Consistently provides and accepts

Developing the ability to provide
Shows a lack of understanding in Refrains from offering constructive
constructive feedback with
constructive feedback and accepting providing and accepting constructive
feedback and does not accept
guidance.
constructive feedback.
feedback.
constructive feedback positively.

First Grade Critical Thinking Rubric

Exceeds Above Proficient
4

Information & Discovery

Interpretation &
Analysis

Reasoning

Problem
Solving/Solution
Finding

Constructing
Arguments

SelfRegulation/Reflection

Meets/Proficient
3

Clearly explains the problem,

investigation, or challenge in his/her Explains the problem, investigation,
own words; generates and answers or challenge in his/her own words.
questions.

Learning/Intermediate
2

Area of Concern/Novice
1

Defines the problem, investigation,

Shows an inability to explain the
or challenge in his/her own words, problem, investigation, or challenge
but explanation is a little unclear.
in his/her own words.

With guidance able to recognize

Able to identify from whose point of Identifies different points of view in a Able to recognize literature involves
literature involves different points of
view the story is told.
story.
different points of view.
view.

Beginning to use clues and their

own prior knowledge and schema to
make an inference.

Attempts to use the clues to make

an inference on their own.

With guidance uses the clues to

make an inference.

Makes an observation on how

things are connected.

Explains ideas about how to best Attempts to explain ideas about how With guidance, attempts to explain
solve the problem, meet the
to best solve the problem, meet the ideas about how to best solve the
challenge, or answer the inquiry
challenge, or answer the inquiry
problem, meet the challenge, or
question. Attempts to describe why question, but the explanation is a answer the inquiry question, but are
their ideas make sense.
little unclear.
unable to provide an explanation.

Able to identify a problem and a

solution.

With limited guidance gathers an With guidance gathers an adequate

adequate and acceptable amount of
and acceptable amount of
evidence/facts from sources to
evidence/facts from sources to
support opinion/argument.
support opinion/argument.

Even with guidance has difficulty

gathering evidence/facts from
sources to support
opinion/argument.

Able to reflect on their thinking and

self-assess.

With guidance gathers a limited

amount of evidence/facts from
sources to support
opinion/argument.

Able to reflect on their thinking and

With guidance, beginning to reflect
Beginning to reflect on their thinking.
beginning to self-assess.
on their thinking.

2nd Grade Communication Rubric

Engaging in
Conversation &
Discussion

Exceeds Above Proficient

4

Meets/Proficient
3

Learning/Intermediate
2

Area of Concern/Novice
1

Ask questions to check

understanding about information
shared during discussion.

Asks questions that are on topic.

Makes comments that connect to
the topic. Responds appropriately to
the comments of others on the same
topic.

Asks questions that are on topic.

Makes comments that connect to
the topic.

Inconsistently asks questions that

may or may not be on topic.
Inconsistently makes comments
that may or may not connect to the
topic.

Using 21st Century

Communication

When appropriate, uses digital

When appropriate, knows how
With guidance and support student
media and environments to enhance digital media and environments can
learns how digital media and
Within the structure of a 2nd grade
oral and written communication,
be used to enhance oral and written
environments can be used to
classroom, students are able to
support individual learning, and
communication, and support
enhance oral communication and learn digital media and environment
contribute to the learning of others;
individual learning; occasionally
support individual learning;
and can use digital tools.
uses the tools.
uses the tools.
occasionally uses the tools.

Listening

Uses strategies to listen effectively:

connects the information shared by
the speaker to own background
Uses strategies to listen effectively:
With guidance and support uses
knowledge and experience,
connects the information shared by Uses strategies to listen effectively strategies to listen effectively (i.e.
identifies the key points the speaker
the speaker to own background
(i.e. hands to self, eye contact, etc.). charts, visuals, eye contact, hands
is trying to convey, and draws logical
knowledge and experience.
to self, etc.).
inferences that show adequate
understanding.

Communicating in
Diverse Environments

Students are aware that learners

from other cultures can have
different perspectives and can
appropriately communicate the
differences.

Delivering Oral
Presentations

When delivering oral presentations

(or sharing information), student
speaks clearly while incorporating
some facts and details to support
the main idea with appropriate
volume, confidently, and accurately.
Visual displays are helpful in
emphasizing important facts or
ideas.

Self-Regulation &
Reflection

Usually reflects accurately on the

level of success of communications.
(When did he/she show strong
communication skills? How much
support did he/she need? What
improvements could be made in
his/her communication next time?)

With guidance and support, student

begins to develop cultural
Students are beginning to show
understanding by communicating
awareness that learners from other
with learners from other cultures;
cultures can have different
students are beginning to show
perspectives.
awareness that learners from other
cultures can have different
perspectives.

Rarely communicates or interacts

with others from different cultures.

With guidance and support, when

When delivering oral presentations With guidance and support, when
delivering oral presentations (or
(or sharing information), student
delivering oral presentations (or
sharing information), student does
speaks clearly while incorporating sharing information), student speaks
not speak clearly while
some facts and details to support
clearly while incorporating some
incorporating limited or inaccurate
the main idea with appropriate
accurate facts and details to support
facts and details to support the
volume.
the main idea.
main idea.

Students can verbalize his/her

successes and challenges and
begins to reflect on his/her
communication skills.

Students can verbalize his/her

successes and challenges, but has
not become reflective on his/her
communication skills.

With guidance and support,

students can verbalize his/her
successes and challenges.

Third-Fourth Grade Creativity Rubric

Exceeds Above Proficient
4

Idea Generation

Idea Design &

Refinement

Creative Production &

Innovation

Learning/Intermediate
2

Area of Concern/Novice
1

Provides a thorough description of

the problem, investigation, or
Clearly explains the problem,
Shows an inability to explain the
Explains the problem, investigation,
challenge, including all important investigation, or challenge in his/her
problem, investigation, or challenge
or challenge in his/her own words,
details in his/her own words.
own words. Creates an acceptable
in his/her own words. Creates a
but explanation is a little unclear.
Creates a large number of clear
number of ideas to meet the
small number of ideas to meet the
Creates a small number of ideas to
ideas to meet the challenge; uses a
challenge; ideas include enough
challenge, but the ideas do not
meet the challenge.
unique and imaginative approach
detail to spark a creative process.
clearly connect to the challenge.
when generating ideas.
Uses organizational techniques
(such as categorization,
prioritization, and classification) to
assess ideas. Explains connections
between ideas.

Consistently perseveres when

presented with challenges; shows
Openness & Courage to confidence and ability to take risks.
Is beginning to develop curiosity,
Explore
flexibility, and openness to ambiguity
in exploring ideas.

Work Creatively with

Others

Meets/Proficient
3

Reviews options and identifies the

Shows an understanding of the
Reviews options and identifies the
best idea to meet the challenge, but
importance of reviewing and
best idea to meet the challenge;
explanation for the decision lacks selecting the best idea to meet the
clearly explains decision, reviews
clarity. Reviews feedback and
challenge, but is unable to select an
feedback, and determines
determines "next steps" that are
idea and provide an explanation or
reasonable "next steps" to improve
somewhat reasonable to improve
determine next steps based on
the idea.
the idea.
feedback.
Is beginning to demonstrate
openness to ambiguity in exploring
Displays a lack of tolerance for
Displays low tolerance for ambiguity;
ideas; usually perseveres when
ambiguity; usually stops exploring
sometimes perseveres when
presented with challenges.
ideas when presented with
presented with challenges. Has a
Responds to failure by reflecting and
challenges. Describes a vision of
somewhat clear vision of the end
identifying what can be learned from
the end product or performance,
product or performance.
the experience; shows a clear vision
but the vision is unclear.
of the end product or performance.

Works collaboratively with others;

Works collaboratively with others;
communicates ideas and feedback Works collaboratively with others;
listens to others ideas, but
Almost always works alone; rarely
to others effectively. Often makes listens to and shows understanding
sometimes has difficulty
shares ideas or gives feedback to
connections between and builds
of others ideas. Shares ideas and
understanding the ideas. Is
others.
upon others ideas to generate new
asks for feedback.
beginning to share ideas and ask for
and unique insights.
feedback.
With a high degree of
Uses ideas to create a product or
independence, uses ideas to create
performance that is directly related
a product or performance that is
to the challenge or problem. Product
directly related to the challenge or
is useful and unique. Provides an
problem and is very useful and
explanation of the innovation
unique. Provides a clear explanation
process with some clarity of the
of the innovation process and how
challenge. Reflects accurately about
the product addresses the
the quality of work.
challenge.

Creates a product or performance

that is directly related to the
challenge or problem. Product is
somewhat useful and unique.
Reflects somewhat accurately on
the quality of work.

Creates a product or performance,

but the product does not clearly
address the challenge and is not
considered to be useful or unique.
(May simply replicate an existing
product.) Shows an inability to
reflect on the quality of work.

Fifth-Sixth Grade Collaboration Rubric

Exceeds Above Proficient
4

Meets/Proficient
3

Learning/Intermediate
2

Area of Concern/Novice
1

Leadership and
Initiative

Provides leadership to the group by

checking on progress and providing
direction. Clearly articulates the team's
goals and expectations. Fulfills roles and
responsibilities without prompting or
coaching.

Demonstrates a clear understanding of

Frequently misunderstands the scope of
Demonstrates a limited understanding of
the scope of the groups work. Offers
the groups work. Refrains from
the scope of the groups work. Offers minor
meaningful contributions to the
contributing to discussion about the
contributions to the establishment of the
establishment of the groups goals and
groups goals and deadlines. Plays a
groups goals and deadlines. Fulfills roles
deadlines. Fulfills roles and
passive role in carrying out the work of the
and responsibilities with regular prompting
responsibilities without regular prompting
group; tends to be an observer rather than
and coaching.
and coaching.
taking the initiative.

Cooperation

Consistently works to address challenges

in the group through discussion and
consensus-building activities; shows
understanding of the learning needs of
group members.

Consistently follows agreed-upon norms

for respectful discussions and decisionmaking; consistently accepts and fulfills
individual role within group.

Flexibility

Responsibility and
Productivity

Periodically follows agreed-upon norms for

Rarely follows agreed-upon norms for
respectful discussions and decisionrespectful discussions and decisionmaking; periodically accepts and fulfills
making; rarely carries out assigned roles.
individual role within group.

Demonstrates a willingness to listen to the

Acknowledges and shows understanding
ideas and opinions expressed by group
Compares and contrasts diverse ideas and
of the diverse ideas and opinions
members, but shows limited
opinions shared by team members;
expressed by group members; consistently understanding; explains his/her own ideas
identifies points of agreement and
shows a willingness to change his/her
and opinions, but rarely shows a
disagreement; can look at ideas from
ideas or opinions based on the information
willingness to change his/her ideas or
multiple perspectives.
exchanged.
opinions based on the information
exchanged.

Rarely listens to the ideas and opinions

expressed by group members, but rarely
shows understanding; rarely shows a
willingness to change his/her ideas or
opinions based on the information
exchanged.

Inspires and motivates the group.

Produces high quality individual work;
Accepts responsibilities with a positive
Shows a willingness to accept
Does not accept responsibilities; rarely
connects this work to the work of others in
attitude. Assists others as needed; values responsibilities. Sometimes helps others in helps others in need. Is not prepared for
ways that improve and extend the overall
opinions and skills of all group members. Is
need. Is sometimes well-prepared for
group work. Performs work that may not
groups work. Consistently and accurately
always well-prepared for group work;
group work; completes some individual
relate to the assignment and/or is
monitors individual and team progress
completes all individual work on time.
action items on time. Products may be unimportant; consistently submits work that
toward goals, making corrections and
Submits high-quality products; consistently
lacking in quality; periodically meets
is incomplete or late. Does not meet
adjustment when needed. Provides
meets specifications for assigned tasks.
specifications for assigned tasks.
specifications for assigned task.
suggestions regarding resources that can
assist others in their work.

Use of Tech Tools for

S&A Synchr

Shows confidence in using technological

tools available and how they can be used
for collaboration; effectively uses tools
selected to complete the tasks; uses the
selected tools appropriately and
responsibly in a manner that increases
individual and team productivity. Mentors
others in collaborating asynchronously
using technological tools.

Uses current technological tools available

Is beginning to show awareness of current
for collaboration; effectively uses tools
technological tools available and how they
selected to complete the tasks; uses the
can be used for collaboration; uses tools
selected tools appropriately and
selected to complete the tasks, and takes
responsibly in a manner that increases
intiative to learn the tech tools. Is
individual and team productivity.
beginning to demonstrate comfort and
Demonstrates comfort and confidence in
confidence in collaborating asynchronously
collaborating asynchronously using
using technological tools with guidence.
technological tools.

Shows a lack of awareness of current

technological tools available and how they
can be used for collaboration; is beginning
to demonstrate skill and confidence in the
use of the tools selected, but does not
actually use the tools to assist in
completion of the tasks or uses them in a
way that decreases the individual or team
productivity. Refrains from collaborating
asynchronously using technological tools.

Responsiveness

Fluently provides and receives feedback

to improve the quality of work. Seeks out
helpful, descriptive feedback from peers,
the teacher, and experts involved.

Shows confidence in offering feedback to

team members. Consistently accepts
constructive feedback; shows appreciation
for constructive feedback.

Refrains from offering feedback. Responds

to constructive feedback with a negative
and/or disengaged attitude. Delivery or
response to constructive criticism limits the
groups ability to produce high quality work
(e.g., becomes defensive, provides vague,
confusing commentary).

Is beginning to offer feedback to team

members. Periodically accepts or
appreciates constructive feedback and
makes adjustments accordingly.

Seventh-Eighth Grade Critical Thinking Rubric

Exceeds Above Proficient
4

Meets/Proficient
3

Clearly defines the problem, investigation,

Provides a thorough description of the
or challenge; continuously seeks clarity
problem, investigation, or challenge;
and understanding. Creates additional
explains why the inquiry is relevant and
questions related to the problem,
necessary. Generates powerful questions
investigation, or challenge. Effectively
closely related to the problem,
Information & Discovery
refines and improves questions and
investigation, or challenge (i.e., openidentifies a key question or set of questions
ended; requiring deep thought). Uses
to investigate. Conducts efficient research
advanced searches effectively. Gathers
and gathers relevant information from
relevant information from multiple
multiple sources; effectively assesses the
trustworthy sources.
credibility and accuracy of each source.

Interpretation &
Analysis

Reasoning

Integrates information from a large number

of sources on the inquiry topic to build
background knowledge. Thoroughly
evaluates sources points of view and
detects bias, when present; clearly
analyzes how sources address conflicting
viewpoints. Shows openness or ability to
look at information from different
viewpoints, even viewpoints that challenge
his/her point of view. Thoroughly and
accurately assesses and describes
arguments and claims provided by
sources. Assesses whether the reasoning
is sound, if the evidence is helpful to the
argument, and if a sufficient amount of
evidence is provided; identifies false
statements.

Learning/Intermediate
2

Area of Concern/Novice
1

Defines the problem, investigation, or

challenge, but explanation lacks clarity;
seeks clarity and understanding at times,
but sometimes moves forward without
sufficient understanding.
Is beginning to formulate clear questions,
but questions are limited and are
sometimes not closely related to the
problem, investigation, or challenge.
Somewhat effectively, refines and
improves questions and identifies a key
question or a prioritized set of questions on
which to focus. Conducts research and
gathers information from a limited number
of sources; somewhat effectively selects
relevant, trustworthy information.

Shows an inability to grasp the problem,

investigation, or challenge; rarely seeks
clarity and understanding. Creates a small
number of questions connected to the
problem, investigation, or challenge, but
questions are unclear. Student is building
the foundation to refine and improve
questions and to identify a key question or
prioritized set of questions on which to
focus.
Attempts to gather information from
sources, but information is very limited or
is not relevant to the inquiry questions.

Integrates information from multiple

sources on the inquiry topic to build
background knowledge, with
independence. Accurately determines
sources points of view and analyzes how
the sources address conflicting viewpoints.
Clearly explains the difference between
his/her point of view and that of sources. Is
laying the foundation to thoroughly and
accurately assess and describe arguments
and claims provided by sources. Assesses
whether the reasoning is sound, if the
evidence is helpful to the argument, and if
a sufficient amount of evidence is provided.
Consistently recognizes when irrelevant
(i.e., unrelated; unimportant) evidence is
introduced.

With support, integrates information from a

limited number of sources on the inquiry
topic to build background knowledge. Is
Builds background knowledge from a
beginning to describe sources points of
single or very limited number of sources.
view, but struggles to analyze how the
Shows an understanding of the concept of
sources address conflicting viewpoints.
point of view; is building a foundation to
Explains the difference between their point describe sources points of view. Explains
of view and that of sources, but
point of view; is building a foundation to
explanation is somewhat unclear. Provides explain the difference between their point
a basic assessment of the argument and
of view and that of sources. Shows
claims presented by sources, but is unable understanding of the components of an
to assess whether the reasoning is sound,
argument; is building a foundation to
if the evidence is helpful to the argument,
provide a basic assessment of the
or if a sufficient amount of evidence is
argument and claims presented by
provided. Is beginning to recognize when
sources.
irrelevant (i.e., unrelated, unimportant)
evidence is introduced.

Explains assumptions (what student

believes, but has not proven) about the
problem, investigation, or challenge;
Clearly explains and justifies assumptions
justifies assumptions with sensible
(what student believes, but has not proven)
evidence. Draws deep inferences from the
about the problem, investigation, or
inquiry experience. Demonstrates ethical
challenge. Consistently makes clear
reasoning and judgment by clearly sharing inferences from the inquiry experience.
perspectives on why the proposed course
of action is morally the best decision.

Explains assumptions (what student

Defines assumption; is building a
believes, but has not proven) about the
foundation to explain assumptions (what
problem, investigation, or challenge, but
student believes, but has not proven)
explanation is somewhat unclear and does
about the problem, investigation, or
not include supportive details. Is beginning
challenge. Defines inference; is building a
to show ability to describe inferences from
foundation to draw inferences from the
the inquiry experience, but inferences are
inquiry experience.
somewhat insignificant.

Seventh-Eighth Grade Critical Thinking Rubric (Page 2)

Problem
Solving/Solution
Finding

Constructing
Arguments

SelfRegulation/Reflection

Exceeds Above Proficient

4

Meets/Proficient
3

Learning/Intermediate
2

Area of Concern/Novice
1

Ideas about how to best solve the problem,

meet the challenge, or answer the inquiry
question are very convincing.
When using systems thinking in problem
solving, defines if the system is in
equilibrium or is changing; explains how
the system interacts with another system.
Tests ideas with patience, precision, and
accuracy; Carefully assesses outcome and
draws logical conclusions about next
steps.

Clearly explains ideas about how to best

solve the problem, meet the challenge, or
answer the inquiry question; clearly
describes why their ideas make sense.
Uses systems thinking in problem solving.
Describes the function of the whole
system, describes the subsystems, and
describes how a change in the subsystems
influences the entire system. Tests ideas.
With little assistance, assesses and clearly
describes the outcome and decides if a
new solution is necessary.

Shares ideas about how to best solve the

problem, meet the challenge, or answer
the inquiry question, but the explanation is
somewhat unclear. Uses systems thinking
in problem solving. Describes the function
of the whole system; names all of the
parts; and describes the function of each
part and predicts what would happen if a
part is missing, but is unable to describe
the subsystems. Tests ideas. With
assistance, assesses the outcome, but the
explanation may be somewhat unclear. Is
beginning to show ability to assess results
and decide if a new solution is necessary.

Is hesitant to share ideas about how to

best solve the problem, meet the
challenge, or answer the inquiry question.
Is beginning to use systems thinking in
problem solving. Describes the function of
the whole system; names all of the parts;
and describes the function of each part,
but is unable to predict what will happen if
a part is missing. Shows an inability to test
ideas, assess the outcome, and decide if a
new solution is necessary.

States opinion about inquiry question, but

Restates facts rather than stating actual
States opinion about inquiry question in a
Clearly states opinion about inquiry
explanation is somewhat unclear. With
opinion about the inquiry question. Defines
very articulate, convincing way.
question. With little assistance, gathers
assistance, gathers proof (evidence) from proof; is building a foundation to gather
Independently gathers proof (evidence)
proof (evidence) from sources to support
sources to support opinion, but proof is
proof from sources to support opinion. Is
from sources to support opinion; gathers
opinion; uses accurate, correct, credible,
somewhat weak; sources are at times
beginning to explain the opinion of
very accurate, correct, credible, and
and trustworthy sources to support opinion. inaccurate or not trustworthy. Compares
sources; is building a foundation to
trustworthy sources. Very persuasively,
Clearly compares and contrasts personal
and contrasts personal opinion from
compare and contrast personal opinion
articulately, and clearly compares and
opinion from differing opinions. With
differing opinions, but explanation is
from differing opinions. Defines reason,
contrasts personal opinion from differing minimal support, clearly organizes reasons somewhat unclear. Is beginning to show
evidence, and opposing claim; is
opinions. Organizes reasons and evidence and evidence and recognizes opposing
ability to organize reasons and evidence building a foundation to organize reasons
in a very well-organized, logical order.
claims.
and recognize opposing claims, with
and evidence to support opinion and
support.
recognize opposing claims.

Consistently monitors his/her thought

process and clearly articulates strengths
and weaknesses in thinking during the
inquiry experience. Recognizes and
articulates his/her egocentric thinking,
when practiced, as well as egocentric
thinking on the part of others.

Clearly explains the critical thinking skills

assessed in the unit in his/her own words.
Monitors his/her thought process and
articulates or describes strengths and
weaknesses in thinking during parts of the
inquiry experience. Describes how
assumptions impacted the ability to think
critically in the investigation. Describes
how inferences were helpful in the
investigation. Describes how his/her points
of view compare and contrast with other
points of view explored during the inquiry
experience. Shows awareness of how the
ability to recognize and analyze points of
view impacted the critical thinking process.
Often assesses ones own critical thinking
dispositions with accuracy. (Does the
student continuously seek clarity and
understanding? Use accuracy and detail?
Dedicate enough time and effort to
thinking? Reflect on the amount of support
needed during the critical thinking
process?)

Explains the critical thinking skills

assessed in the unit in his/her own words,
but explanation is somewhat unclear. Is
beginning to show ability to monitor his/her
thought process and articulate or describe
perceived strengths and weaknesses in
thinking during the inquiry experience, but
is unable to describe how assumptions
impacted the ability to think critically in the
investigation. Describes how inferences
were helpful in the investigation, but
explanation is somewhat unclear.
Describes how his/her points of view
compare and contrast with other points of
view explored during the inquiry
experience, but explanation is somewhat
unclear. Is beginning to show awareness of
how the ability to recognize and analyze
points of view impacted the critical thinking
process, but description is somewhat
unclear. Sometimes assesses ones own
critical thinking dispositions with accuracy.
(Does the student continuously seek clarity
and understanding? Use accuracy and
detail? Dedicate enough time and effort to
thinking? Reflect on the amount of support
needed during the critical thinking
process?)

Shows understanding that there are critical

thinking skills, and that with practice,
students can improve these skills. Is
building a foundation to define the critical
thinking skills assessed in the unit in
his/her own words. Shows an inability to
monitor his/her thought process and
articulate or describe strengths and
weaknesses in thinking during the inquiry
experience. Describes personal point of
view and the points of view explored during
the inquiry experience. Is building a
foundation to describe how his/her points
of view compare and contrast with other
points of view explored during the inquiry
experience. Shows an inability to show
awareness of how the ability to recognize
and analyze points of view impacted the
critical thinking process. Rarely assesses
ones own critical thinking dispositions with
accuracy. (Does the student continuously
seek clarity and understanding? Use
accuracy and detail? Dedicate enough
time and effort to thinking? Reflect on the
amount of support needed during the
critical thinking process?)