Skills Rubrics

Analytic: Critical Thinking (click to view)

Rating Criteria	Emerging		Developing		Mastering
	1	2	3	4	5	6
Summarized problem, question, or issue	Does not attempt to or fails to identify and summarize accurately.		Summarizes issue, though some aspects are incorrect or confused. Nuances and key details are missing or glossed over.		Clearly identifies the challenge and subsidiary, embedded, or implicit aspects of the issue. Identifies integral relationships essential to analyzing the issue.
Considers context and assumptions	Approach to the issue is in egocentric and sociocentric terms. Does not relate to other contexts. Analysis is grounded in absolutes, with little acknowledgement of own biases. Does not recognize context and underlying ethical implications.		Presents and explores relevant contexts and assumptions, although in a limited way. Analysis includes some outside verification, but primarily relies on authorities. Provides some consideration of assumptions and their implications.		Analyzes the issue with a clear sense of scope and context, including an assessment of audience. Identifies influence of context. Questions assumptions, addressing ethical dimensions underlying the issue.
Communicates own perspective, hypothesis, or position.	Position is clearly adopted with little consideration. Addresses a single view of the argument, failing to clarify the position relative to one’s own. Fails to justify own opinion or hypothesis is unclear or simplistic.		Presents own position, which includes some original thinking, though inconsistently. Justifies own position without addressing other views or does so superficially. Position is generally clear, although gaps may exist.		Position demonstrates ownership. Appropriately identifies own position, drawing support from experience and information not from assigned sources. Justifies own view while integrating contrary interpretations. Hypothesis demonstrates sophisticated thought.
Analyzes supporting data and evidence	No evidence of selection or source evaluation skills. Repeats information without question or dismisses evidence without justification. Does not distinguish between fact and opinion. Evidence is simplistic, inappropriate or not related to topic.		Demonstrates adequate skill in selecting and evaluating sources to meet information need. Use of evidence is selective, discerns fact from opinion and may recognize bias. Appropriate evidence is provided although exploration is routine.		Evidence of source evaluation skills. Examines evidence and questions accuracy and relevance. Recognizes bias. Sequence of presentation reflects clear organization of ideas, subordinating for importance and impact.
Uses other perspectives and positions	Deals with a single perspective and fails to discuss others’ perspective. Adopts a single idea with little question. Alternatives are not integrated. Ideas are obvious. Avoids discomforting ideas. Treats other positions superficially. No evidence of self-assessment.		Begins to relate alternative views. Rough integration of multiple viewpoints. Ideas are investigated in a limited way. May overstate conflict or dismiss alternative views hastily. Analysis of other views mostly accurate. Some evidence of self-assessment.		Addresses diverse perspectives from a variety of sources to qualify analysis. Any analogies are used effectively. Clearly justifies own view while respecting views of others. Analysis of other positions is accurate and respectful. Evidence of reflection and self-assessment.
Assesses conclusions, implications, and consequences	Fails to identify conclusions, implications, and consequences, or conclusion is a simplistic summary. Conclusions are absolute, and may attribute conclusion to external authority.		Conclusions consider evidence of consequences extending beyond a single issue. Presents implications that may impact other people or issues. Presents conclusions as only loosely related to consequences. Implications may include vague reference to conclusions.		Identifies and discusses conclusions, implications, and consequences. Considers context, assumptions, and evidence. Qualifies own assertions. Consequences are considered and integrated. Implications are developed and consider ambiguities.
Communicates effectively	In many places, language obscures meaning. Grammar, syntax, or other errors are distracting or repeated. Little evidence of proofreading. Style is inconsistent or inappropriate. Work is unfocused and poorly organized; lacks logical connection of ideas. Format is absent, inconsistent or distracting. Few sources are cited or used correctly.		In general, language does not interfere with communication. Errors are not distracting or frequent, although there may be some problems with more difficult aspects of style and voice. Basic organization is apparent; transitions connect ideas, although they may be mechanical. Format is appropriate although at times inconsistent. Most sources are cited and used correctly.		Language clearly and effectively communicates ideas. May at times be nuanced and eloquent. Errors are minimal. Style is appropriate for audience. Organization is clear; transitions between ideas enhance presentation. Consistent use of appropriate format. Few problems with other components of presentation. All sources are cited and used correctly, demonstrating understanding or economic, legal, and social issues involved with the use of the information.

Analytic: Written Communication (click to view)

Criteria	1 - Beginning	2 - Developing	3 - Proficient	4 - Exemplary
Context of and Purpose for Writing	Demonstrates minimal awareness of context, audience, purpoe, OR task.	Demonstrates attention to context, audience, purpose, AND task.	Demonstrates adequate consideration that aligns work to considerations of audience, context, purpose, and task.	Demonstrates a thorough understanding that focuses all elements of the work.
Organization and Conventions	Develops unclear organizational pattern; shows little awareness of conventions.	Develops recognizable organizational pattern; follows conventions at a basic level of understanding.	Develops adequate organizational pattern that structures the whole work; uses conventions consistently.	Develops organizational pattern that enhances flow and cohesiveness through the whole work; demonstrates detailed attention to and successful execution of conventions.
Content Develpment	Demonstrates minimal development of content in some parts of the work.	Demonstrates simplistic development of ideas and disciplinary context through most of the work.	Demonstrates appropriate ideas and subject development through the whole work.	Demonstrates compelling ideas and subject development through the whole work.
Sources and Evidence	Demonstrates minimal support for ideas in the writing.	Demonstrates inconsistent use of credible and/or relevant sources.	Demonstrates consistent use of credible, relevant sources	Demonstrates skillful use of high-quality, credible, diverse, and relevant sources.
Control of Syntax and Mechanics	Shows minimal understanding of writing basics. Errors in syntax and mechanics distract from meaning.	Shows understanding of syntax and mechanics. Conveys meaning although may have some errors.	Shows competent use of writing to clearly convey meaning with minor errors.	Shows skillful use of writing to communicate meaning with clarity and fluency.

Analytic: Essay/Discussion Assignment (click to view)

Criteria	Mature Skill	Developing Skill (Intermediate)	Developing Skill (Early)	Emerging Skill
out of 8 points	2	1.5	1	.5
Sources and Evidence	Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the thought question.	Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the thought question.	Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the thought question.	Demonstrates an attempt to use sources to support ideas in the writing.
Organization and Logic of Answer	Clear and logical presentation; good development of an argument; Transitions are made clearly and smoothly.	Presentation is organized but does not present a clear argument for a given position.	Minor problems of organization or logic; Needs work on creating transitions between ideas.	No logical order to the information provided; sentences rambling; ideas are repeated.
Control of Syntax and Mechanics	Uses language that skillfully communicates meaning to readers with clarity and fluency. Clear, readable, prose. Good use of transitions; no problems with spelling, punctuation, or grammar. Infrequent and minor mechanical problems. Errors do not impair readability.	Uses straightforward language that generally conveys meaning to readers. Occasional errors and minor problems with mechanics of language. Occasional awkward sentences and poor transitions reduce readability.	Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. Frequent problems with mechanics of language. Awkward sentence construction. Poor or absent transitions. Frequently difficult to understand.	Uses language that sometimes impedes meaning because of errors in usage. Problems with the mechanics of language serious enough to interfere with effective communication. Frequent errors in punctuation, spelling, sentence structure, etc.
Use of Relevant APA Style	All relevant aspects of APA style are used correctly. Title page properly formatted, use of intext citations, format of references cited.	Infrequent errors in APA style; errors involve only minor aspects of APA style – no errors in style for citations and references.	Attempted to use APA style but errors are frequent and include errors in citations and references.	Minimal use of APA style; multiple errors in use of APA style.