Capstone Project

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rubric-critical_thinking_and_problem_solving-njcu_1.1.doc

Critical Thinking and Problem-Solving Rubric*

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. This rubric is designed to be transdisciplinary and is designed for use with many different types of assignments. Critical thinking can be demonstrated in assignments that require students to complete analyses of text, data, or issues. Assignments that cut across presentation mode might be especially useful in some fields. Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

*NJCU Gen Ed Tier-Level Targets ►

*Tier III Target = Score of 4

*Tier II Target = Score of 3

*Tier I Target = Score of 2

*Below Tier I Target = Score of 1 or 0

Gen Ed Tier-Level ►

Tier III

Tier II

Tier I

Beginning College Level

▼Criteria Score ►

Capstone

4

Milestones

3

Milestones

2

Benchmark

1

Topic Identification and Management

Identifies a creative, focused, and manageable topic that addresses potentially significant yet previously less explored aspects of the topic.

Identifies a focused and manageable/doable topic that appropriately addresses relevant aspects

of the topic

Identifies a topic that while manageable/doable, is too narrowly focused and leaves out relevant aspects of the topic.

Identifies a topic that is far too general

and wide-ranging as to be manageable

and doable.

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 taken 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 taken 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, thesis/hypothesis)

Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue.

Limits of position (perspective, thesis/hypothesis) are acknowledged.

Others' points of view are synthesized within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue.

Others' points of view are acknowledged within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.

Theoretical Framework or Approach

All elements of the methodology or

theoretical framework are skillfully

developed. Appropriate methodology or theoretical frameworks may be

synthesized from across disciplines or

from relevant sub-disciplines.

Critical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted

for.

Critical elements of the methodology or theoretical framework are missing,

incorrectly developed, or unfocused.

Inquiry design demonstrates a

misunderstanding of the methodology

or theoretical framework

Conclusions and related outcomes (implications and consequences)

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

* Adopted from the “Critical Thinking,” “Problem Solving,” and “Inquiry and Analysis” VALUE Rubrics.

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