|
1
|
2
|
3
|
4
|
|
Explanation of issues
|
Issue/problem to be
considered critically is stated without clarification
or description.
|
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, described, and clarified
so that understanding is not seriously impeded by omissions.
|
Issue/problem to be
considered critically is stated clearly and described
comprehensively, delivering all relevant information
necessary for full understanding.
|
____
|
Evidence Selecting
and using information to investigate a point of view
or conclusion
|
Information is taken
from source(s) without any interpretation/evaluation.
Viewpoints of experts are taken as fact, without question.
|
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) 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 enough interpretation/evaluation
to develop a comprehensive analysis or synthesis. Viewpoints
of experts are questioned thoroughly.
|
____
|
Influence of context
and assumptions
|
Shows an emerging awareness
of present assumptions (sometimes labels assertions
as assumptions). Begins to identify some 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).
|
Identifies own and
others' assumptions and several relevant contexts when
presenting a position.
|
Thoroughly (systematically
and methodically) analyzes own and others' assumptions
and carefully evaluates the relevance of contexts when
presenting a position.
|
____
|
Student's position
(perspective, thesis/hypothesis)
|
Specific position (perspective,
thesis/hypothesis) is stated, but is simplistic and
obvious.
|
Specific position (perspective,
thesis/hypothesis) acknowledges different sides of an
issue.
|
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) 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).
|
____
|
Conclusions and
related outcomes (implications and consequences)
|
Conclusion is inconsistently
tied to some of the information discussed; related outcomes
(consequences and implications) are oversimplified.
|
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 logically
tied to a range of information, including opposing viewpoints;
related outcomes (consequences and implications) are
identified clearly.
|
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
|
____
|
|
|
|
|
Total---->
|
____
|