Module 4: Critical Thinking Rubrics – Follow-On Quiz

 

• Due May 10 at 10:59am
 
• Points 5
 
• Questions 5
 
• Time Limit None
 
• Allowed Attempts Unlimited

Instructions

“You just read about rubrics for critical thinking. Soon you will be drafting a rubric for measuring your students’ critical thinking. Before you start writing your own, let’s look at some more examples of rubrics and consider ways that they can be improved.

In this quiz, you will look at two different rubrics that were written to measure critical thinking in students, and you will identify strengths and weaknesses in them.

"Question mark icon" by Gina Asalon is licensed under CC BY 4.0 (Links to an external site.)

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Attempt History

	Attempt	Time	Score
KEPT	Attempt 2	less than 1 minute	5 out of 5
LATEST	Attempt 2	less than 1 minute	5 out of 5
	Attempt 1	8 minutes	3 out of 5

Score for this attempt: 5 out of 5

Submitted May 5 at 2:24am

This attempt took less than 1 minute.

 

CRITICAL THINKING RUBRIC #1

Use the rubric below to answer questions 1, 2, and 3.

CONTEXT: My students are at pre-intermediate levels. They were assigned a writing task. They had to describe their favorite place where they’d like to travel to spend their summer holiday. RUBRIC: Competent I can choose a place and spell it right. I can write meaningfully right sentences that support my ideas. I can use the future simple tense correctly. I wrote at least 120 words. Proficient I can choose a place. I can write good sentences that support my ideas. I usually use the future simple tense. I wrote at least 100 words. Basic I can choose a place. I can write short sentences that support my ideas. I sometimes use the future simple tense. I can write 50-70 words. Poor I choose no place. I can't write short sentences. I can't show / use the future simple tense correctly. I couldn’t write at least 50 words.

 

Question 1

1 / 1 pts

Let’s start by focusing on something positive about Rubric #1. It includes some observable behaviors. Which of these is an example of that?

  

“I can write meaningfully right sentences that support my ideas.”

 

Correct!

  

“I wrote at least 120 words.”

 

Correct! This is an observable behavior. It gives a specific number of words, and describes something that either the student did do or did not do.

 

Question 2

1 / 1 pts

Something else that is positive about this rubric is that in many places, it describes a clear difference between levels. Which of these two shows a clear difference between levels?

  

PROFICIENT: I usually use the future simple tense.
BASIC: I sometimes use the future simple tense.

Correct!

  

COMPETENT: I wrote at least 120 words.
PROFICIENT: I wrote at least 100 words.

That’s right! The difference between these two is very clear.

 

Question 3

1 / 1 pts

What is one basic problem with Rubric #1 as a rubric for measuring critical thinking?

Correct!

  

None of the behaviors described are specific to critical thinking.

 

That’s right. This rubric is focused on language, not critical thinking.

  

The language is not elegant.

 

 

CRITICAL THINKING RUBRIC #2

Use the rubric below to answer questions 4 and 5.

CONTEXT: A listening and speaking class at the university

RUBRIC:

1.         I try to assess the information gathered from the speaker.
Good	Great		Excellent		Exceptional
2.         I give my full attention when I listen to a conversation or speech in order to make my opinion about that fact.
Good	Great		Excellent		Exceptional
3.         I listen to understand and be clear, concise and fair before giving feedback.
Good	Great		Excellent		Exceptional
4.         If I want to learn new things, I have to listen.
Good	Great		Excellent		Exceptional
5.         By listening, I will be able to have an effect on what I listen to.
Good	Great		Excellent		Exceptional

 

Question 4

1 / 1 pts

While the statement “If I want to learn new things, I have to listen” may be true, there is a problem with this item in the rubric. What is it?

Correct!

  

It does not describe any behaviors for the teacher to assess.

 

Correct. A good rubric indicates the differences between levels (good, great, etc.) by naming observable behaviors.

  

The word “things” is too ambiguous.

 

 

Question 5

1 / 1 pts

The levels of mastery in this rubric are called Exceptional, Excellent, Great, and Good. What is a problem with the way these levels are presented in the rubric?

  

Four levels is too many levels for difficult concepts like these.

 

Correct!

  

There are no descriptions for what each level looks like for each evaluation criterion (such as “I try to assess the information gathered from the speaker” or (If I want to learn new things, I have to listen.”)

 

That’s right! A good rubric has a clear description for each level of mastery and each evaluation criterion. A rubric should provide guidance for how to decide between “Good” and “Great.”