CRITICAL THINKING AND PROBLEM SOLVING · PDF filecritical thinking and problem solving rubric grades k-2 catalina foothills school district tucson, arizona

CRITICAL THINKING AND PROBLEM SOLVING RUBRIC GRADES K-2

CATALINA FOOTHILLS SCHOOL DISTRICT TUCSON, ARIZONA

Critical Thinking and Problem Solving – Grades K-2 5c + s = dlp

© Catalina Foothills School District – 2014; Updated 2015 2

General Description and Suggestions for Use The Catalina Foothills School District (CFSD) strategic plan, Envision21: Deep Learning, forms the basis for a fresh focus on cross-disciplinary skills/proficiencies necessary for preparing our students well for a 21st century life that is increasingly complex and global. These “deep learning proficiencies” (DLPs) are represented as 5c + s = dlp. They are the 5Cs: (1) Citizenship, (2) Critical Thinking and Problem Solving, (3) Creativity and Innovation, (4) Communication, (5) Collaboration + S: Systems Thinking. CFSD developed a set of rubrics (K-2, 3-5, 6-8, and 9-12) for each DLP. The rubrics were developed using a backward design process to define and prioritize the desired outcomes for each DLP. They provide a common vocabulary and illustrate a continuum of performance. By design, the rubrics have not been aligned to any specific subject area; they are intended to be contextualized within the academic content areas based on the performance area(s) being taught and assessed. In practice, this will mean that not every performance area in each of the rubrics will be necessary in every lesson, unit, or assessment. The CFSD rubric for Critical Thinking and Problem Solving was designed as a cross-disciplinary tool to support educators in teaching and assessing the performance areas associated with this proficiency:

• Information and Discovery • Analysis and Interpretation • Reasoning • Problem Solving/Solution Finding • Self-regulation and Reflection

This tool is to be used primarily for formative instructional and assessment purposes; it is not intended to generate psychometrically valid, high stakes assessment data typically associated with state and national testing. CFSD provides a variety of tools and templates to support the integration of Critical Thinking and Problem Solving into units, lessons, and assessments. When designing units, teachers are encouraged to create authentic assessment opportunities in which students can demonstrate mastery of content and the deep learning proficiencies at the same time. The approach to teaching the performance areas in each rubric may vary by subject area because the way in which they are applied may differ based on the field of study. Scientists, mathematicians, social scientists, engineers, artists, and musicians (for example), all collaborate, solve problems, and share their findings or work within their professional communities. However, the way in which they approach their work, the tools used for collaboration, and the format for communicating their findings may vary based on the profession. These discipline-specific expressions of the 5Cs + S may require some level of customization based on the subject area. Each rubric can also be used to provide students with an opportunity to self-assess the quality of their work in relation to the performance areas. Student-friendly language or “I can” statements can be used by students to monitor and self-assess their progress toward established goals for each performance area. The deep learning proficiencies (5Cs + S) are highly interconnected. For example, productive collaboration is contingent upon effective communication. Efficient and effective problem solving often requires collaboration skills. Divergent and convergent thinking, traits of creativity and innovation, are directly related to critical thinking. Our students will need to use a combination of proficiencies to solve problems in new contexts beyond the classroom. Therefore, it is important to be clear about which proficiency and/or performance area(s) are the focus for student learning, and then to assist students in understanding the connections between them and how they are mutually supportive.



What does Score 1.0 – Score 4.0 mean in the rubrics? The rubrics are intended to support student progress in mastering the deep learning proficiencies (DLPs). Four levels of performance are articulated in each rubric: Score 1.0 (Novice), Score 2.0 (Basic), Score 3.0 (Proficient), and Score 4.0 (Advanced). The descriptions follow a growth model to support students in developing their skills in each performance area. Scores 1.0 (Novice) and 2.0 (Basic) describe positive steps that students might take toward achieving Score 3.0 (Proficient) or Score 4.0 (Advanced) performance. When using the rubrics to plan for instruction and assessment, teachers need to consider the knowledge and skills described in the Score 2.0 column (Basic) to be embedded in the Score 3.0 (Proficient) and 4.0 (Advanced) performance. The Novice level (Score 1.0) indicates that the student does not yet demonstrate the basic skills within the performance area, but that he/she exhibits related readiness skills that are a stepping-stone to a higher level of proficiency. The descriptive rubrics were designed to illustrate students' depth of knowledge/skill at various levels in order to facilitate the instructional and assessment process for all learners. The following descriptions explain the four levels on the rubric: Score 1.0 (Novice): Describes student performance that demonstrates readiness skills for Score 2.0, but requires significant support.

Score 2.0 (Basic): Describes student performance that is approaching proficiency.

Score 3.0 (Proficient): Describes student performance that is proficient – the targeted expectations for each performance area of the DLP.

Score 4.0 (Advanced): Describes an exemplary performance that exceeds proficiency. Sources The following sources directly influenced the revision of CFSD’s rubrics:

Catalina Foothills School District. (2011, 2014). Rubrics for 21st century skills/deep learning proficiencies. Tucson, Arizona.

EdLeader21 (2013). 4Cs Rubrics. Tucson, Arizona. [Adaptations from 4Cs Rubrics]

Partnership for 21st Century Skills. (2009). P21 framework definitions. Washington, DC.

Rhodes, T. L. (Ed.) (2010). Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Association of American Colleges and Universities: Washington D.C. [Adaptations from VALUE rubrics, VALUE Project]



CRITICAL THINKING AND PROBLEM SOLVING

DLP PERFORMANCE

AREA

1.0 Novice

The student may exhibit the following readiness skills for

Score 2.0

2.0 Basic

When presented with a grade-appropriate task, the student:

3.0 Proficient

In addition to Score 2.0, the student:

4.0 Advanced

In addition to Score 3.0, the student may:

INFORMATION AND DISCOVERY

Definition: Defines or describes key concepts of inquiry including “problem,” “inquiry,” “challenge,” “key question,” and “research.”

Questioning: When presented with a problem, investigation, or challenge, uses provided questions.

Information Gathering: When presented with a problem, investigation, or challenge, uses information provided to answer questions about the topic.

Definition: Identifies a problem, challenge, question, or topic as the focus of an inquiry.

Questioning: Chooses an appropriate question from a set of provided questions to guide the focus of the inquiry.

Information Gathering: With support, seeks information to answer general questions about the topic.

Definition: Explains a problem, challenge, question, or topic as the focus of an inquiry.

Questioning: Develops general questions related to the problem, or challenge.

Identifies an important question related to the inquiry.

Information Gathering: Seeks information to answer a key question about the topic. Gathers information from a provided source related to specific inquiry questions.

Definition: Provide details about the problem or challenge that expands the inquiry.

Questioning: Create specific questions related to the problem, investigation, or challenge; determine a key question and clarifying questions to guide the inquiry.

Information Gathering: Gather relevant information from multiple sources related to specific inquiry questions.

ANALYSIS AND INTERPRETATION

Organization: Defines or describes key concepts of analysis including “similarities” and “differences.”

Evaluation: Defines or describes key concepts of analysis including “sources” and “valid.”

Organization: Uses provided categories to organize information.

Evaluation: Identifies patterns, similarities, and/or differences in teacher provided sources related to the topic.

Organization: Creates general categories to organize information.

Evaluation: With guidance, selects reliable, valid sources to evaluate patterns, similarities, and differences related to the topic.

Organization: Use identified patterns, similarities, and/or differences to answer a hierarchy of questions and potentially unearth new questions.

Evaluation: Select reliable, valid sources based on given criteria to evaluate patterns, similarities, and differences related to the topic.

REASONING

Claim: Defines or describes key concepts of reasoning such as “conclusion” and “evidence.”

Support: Identifies facts and details related to the problem, investigation, or challenge.

Claim: Chooses a conclusion from a provided list that is relevant to the general topic or issue.

Support: Identifies facts and details that support the

Claim: Presents a reasonable conclusion that is generally relevant to the topic or issue and connected to gathered or provided information.

Support: Explains generally

Claim: Provide an explanation for the conclusion.

Support: Cite specific evidence to support the conclusion.



conclusion. relevant evidence to support a conclusion.

PROBLEM SOLVING/ SOLUTION FINDING

Propose Solutions: Defines or describes key concepts of problem solving such as “solution,” “results,” and “effect.”

Evaluate Potential Solutions: Compares the attributes of an effective and ineffective solution to a problem with support.

Propose Solutions: Chooses a solution from a list of provided solutions to a problem.

Evaluate Potential Solutions: Explains the potential effects of a provided solution to a problem or a given approach to meet a challenge.

Propose Solutions: Presents a solution that generally connects to the problem, situation, or challenge that is the focus of inquiry.

Evaluate Potential Solutions: Tests possible solutions. Compares the effectiveness of different solutions to a problem.

Propose Solutions: Propose a plausible solution or approach with a rationale to the problem, investigation, or challenge.

Evaluate Potential Solutions: Explain the potential effectiveness of a proposed solution or approach. Test proposed solution and use provided criteria (for example: teacher-generated or class-generated criteria for success) to eliminate ineffective solutions or approaches.

SELF-REGULATION AND REFLECTION

Reflect: Defines or describes key concepts of self-regulation including “critical thinker.”

Plan: Defines or describes key concepts of planning including “goal” and “improvement.”

Mindset: Defines or describes key concepts of mindset including “effort,” “growth,” and “success.”

Reflect: Describes specific traits of a critical thinker and problem solver.

Plan: Uses a given structure to set a general goal.

Mindset: Understands the relationship between effort and success (for example: “The harder I work at this, the better I’ll be at it”; “I will work harder in this class from now on.”).

Reflect: Describes own thought process using provided criteria and/or descriptors. Explains reasonableness of a solution or identifies errors in the problem solving process.

Plan: Uses a given structure to set a specific goal for improvement.

Mindset: Demonstrates a desire to improve (for example: employs more practice, sets goals for improvement, asks for help from others instead of giving up).

Reflect: Evaluate strengths and weaknesses in one’s own thinking and reasoning; develop possible strategies to improve the process or ability to solve problems.

Plan: Select a specific strategy that could effectively improve future processes or outcomes.

Mindset: Demonstrate a growth mindset (the belief that one can “get smarter” at critical thinking through effective effort) in response to setbacks and challenges (for example: persists when working on a difficult task, takes risk in the learning process, accepts and uses feedback, is comfortable making mistakes.).

CRITICAL THINKING AND PROBLEM SOLVING RUBRIC GRADES 3-5


Critical Thinking and Problem Solving – Grades 3-5 5c + s = dlp

© Catalina Foothills School District – 2014; Updated 2015

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General Description and Suggestions for Use The Catalina Foothills School District (CFSD) strategic plan, Envision21: Deep Learning, forms the basis for a fresh focus on cross-disciplinary skills/proficiencies necessary for preparing our students well for a 21st century life that is increasingly complex and global. These “deep learning proficiencies” (DLPs) are represented as 5c + s = dlp. They are the 5Cs: (1) Citizenship, (2) Critical Thinking and Problem Solving, (3) Creativity and Innovation, (4) Communication, (5) Collaboration + S: Systems Thinking. CFSD developed a set of rubrics (K-2, 3-5, 6-8, and 9-12) for each DLP.

The rubrics were developed using a backward design process to define and prioritize the desired outcomes for each DLP. They provide a common vocabulary and illustrate a continuum of performance. By design, the rubrics have not been aligned to any specific subject area; they are intended to be contextualized within the academic content areas based on the performance area(s) being taught and assessed. In practice, this will mean that not every performance area in each of the rubrics will be necessary in every lesson, unit, or assessment. The CFSD rubric for Critical Thinking and Problem Solving was designed as a cross-disciplinary tool to support educators in teaching and assessing the performance areas associated with this proficiency:





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3


DLP PERFORMANCE AREA

1.0 Novice


Score 2.0

2.0 Basic


3.0 Proficient


4.0 Advanced



Definition: With guidance, identifies the problem, investigation, or challenge.

Questioning: Identifies questions related to the topic from provided examples.

Information Gathering: Uses information provided to answer questions about the topic.

Definition: Identifies the problem, investigation, or challenge.

Questioning: Formulates general questions related to the topic.

Information Gathering: Seeks information to answer general questions about the topic using provided materials.

Definition: Clearly explains the problem, investigation, or challenge.

Questioning: Creates factual questions related to the problem, investigation, or challenge. Identifies a key question or set of questions to guide the inquiry.

Information Gathering: Gathers relevant information from multiple sources related to specific questions. Selects credible sources with guidance.

Definition: Make connections to prior knowledge and/or authentic contexts that expand the understanding of the issue or problem.

Questioning: Create open-ended questions related to the problem, investigation, or challenge to deepen the inquiry.

Information Gathering: Determine which information will be most effective in answering the inquiry question(s) (for example: what is interesting vs. what is important or relevant). Evaluate and select credible sources.


Organization: Uses categories provided to organize information.

Evaluation: Defines different types of information (for example: anecdotal, statistical, expert).

Organization: Creates categories for information.

Evaluation: Uses provided criteria to evaluate information and/or conclusions.

Organization: Classifies and compares information. Organizes relevant information (facts and/or conclusions) into logical groups.

Evaluation: Uses appropriate criteria to evaluate information, conclusions, and/or the sources’ opinions (for example: accuracy, relevance, timeliness, point of view); determines what type of information will be most

Organization: Organize and prioritize relevant information (facts and/or conclusions) to reveal important patterns, differences, or similarities related to focus.

Evaluation: Independently establish appropriate criteria by which to evaluate information, conclusions, and/or the sources’ opinions. Synthesize different types of



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effective. Identifies strengths and weaknesses of information, conclusions, and/or opinions.

information, demonstrating a deeper understanding of the issue or problem. Make changes to conclusions based on interpretations.

REASONING

Claim: Identifies a conclusion from a provided set of potential conclusions.

Support: Identifies facts and details that support the conclusion.

Claim: Presents a conclusion relevant to the general topic or issue.

Support: Explains facts, details, and/or conclusions related to the problem, investigation, or challenge.

Claim: Presents relevant conclusions that illustrate understanding of the basic concepts of the topic or issue.

Support: Provides an explanation for the conclusion, citing evidence from research and/or available information.

Claim: Present logical conclusions that illustrate understanding of complex aspects of the topic or issue.

Support: Provides a rationale for the conclusion, including consideration of opposing viewpoints.


Propose Solutions: Chooses an approach or solution for a problem from a list of provided possibilities.

Evaluate Potential Solutions: Explains the potential effects of a provided solution to a problem or a given approach to meet a challenge.

Propose Solutions: Explains an approach to meet a challenge or how to find a potential solution to a problem.

Evaluate Potential Solutions: Compares the attributes of an effective and ineffective solution to a problem.

Propose Solutions: Proposes and explains a plausible solution with a rationale to the problem or an approach to meet a challenge.

Evaluate Potential Solutions: Explains the potential effectiveness of a proposed solution or approach. Tests proposed solutions or approaches and uses criteria to eliminate those that are ineffective.

Propose Solutions: Accurately analyze the relative effectiveness of proposed solutions or approaches, using relevant well-developed criteria.

Evaluate Potential Solutions: Revise proposed solution or approach based on feedback from peers or other evaluators.


Reflect: Identifies the traits of a critical thinker and problem solver.

Plan: Uses a given structure to set a general goal.


Reflect: Describes own thought process using provided criteria to identify errors in the thinking or problem-solving process. Identifies individual strengths and weaknesses in the product and/or thinking or problem-solving process.

Plan: Uses a given structure to set a specific goal to improve a thinking or reasoning skill.

Reflect: Evaluates strengths and weaknesses in one’s own thinking and reasoning. Develops possible strategies to improve the process or ability to solve problems.

Plan: Matches a specific strategy to a goal for improvement in thinking or reasoning.

Mindset: Demonstrates a growth mindset (the belief that one can

Reflect: Solicit feedback to improve one’s own thinking and reasoning process.

Plan: Make a plan or set goals for future problem solving based on identified errors in the thinking or problem solving process.

Mindset: Proactively improve own areas of weakness by employing effective strategies to increase growth mindset (for



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“get smarter” at critical thinking through effective effort) in response to setbacks and challenges (for example: persists when working on difficult tasks, takes risks in the learning process, accepts and uses feedback/criticism, is comfortable making mistakes).

example: perseverance, taking risks, effective decision-making, using others’ feedback).




© Catalina Foothills School District – 2014; Updated 2015 *Alternate or opposing claims/viewpoints are required beginning in 7th grade.

1







2











3



1.0 Novice


Score 2.0

2.0 Basic


3.0 Proficient


4.0 Advanced



Definition: Uses information provided to answer questions provided about the topic.

Questioning: Uses provided question stems to formulate questions related to the topic.

Information Gathering: Uses provided information to answer questions about the topic.

Definition: Identifies the problem, investigation, or challenge.

Questioning: Formulates general questions related to the topic.

Information Gathering: Seeks information to answer general questions about the topic.

Definition: Explains the problem, investigation, or challenge.

Questioning: Formulates questions that help reveal important aspects of or information about the problem, investigation, or challenge.

Information Gathering: Selects information from multiple, credible sources related to the questions.

Definition: Clearly explain the problem, investigation, or challenge, providing details that exemplify the issue or situation.

Questioning: Develop and refine an initial set of questions related to the problem, investigation, or challenge.

Prioritize key question(s) on which to focus; use questions to provide a solid foundation for inquiry.

Information Gathering: Select information that is sufficient in terms of quantity, diversity, and relevance to inquiry questions.


Organization: Identifies and lists different types of evidence (for example: anecdotal, statistical, expert).

Evaluation: Defines the general components of an argument (for example: claims, evidence, explanations or reasoning).

Organization: Compares and classifies information.

Evaluation: Uses pre-determined criteria to evaluate different types of information. Identifies components of a given argument.

Organization: Selects important and relevant information to support the argument, claim/ conclusion. Establishes appropriate criteria by which to evaluate information (for example: accuracy, relevance, timeliness).

Evaluation: Identifies strengths and weaknesses of each component of an argument (claims, evidence, explanations, or reasoning).

Organization: Organize and prioritize information to reveal important patterns, differences, or similarities related to focus.

Evaluation: Evaluate the sources of evidence, the accuracy and relevance of information, and the strengths of arguments.



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REASONING

Claim: Defines or describes “perspective,” “point of view,” and “bias.”

Support: Identifies facts and details related to the problem, investigation, or challenge.

Claim: Presents a claim/ conclusion relevant to the topic or issue.

Support: Identifies evidence related to the problem, investigation, or challenge.

Claim: Presents relevant claims/ conclusions regarding how to solve the problem, meet the challenge, answer the question, etc. that illustrate understanding of basic concepts of the topic or issue.

Support: Provides explanations, citing relevant evidence for conclusions drawn.

Claim: Present logical conclusions regarding how to solve the problem, meet the challenge, answer the question, etc., that illustrate understanding of the complexity of the topic or issue, including opposing viewpoints* and identification of consequences and implications.

Support: Provide clear explanations, citing sufficient evidence for conclusions drawn.


Propose Solutions: Describes a given solution to a problem or approach to meet a challenge.

Evaluate Potential Solutions: Explains the effectiveness of a provided solution to a problem, or a given approach to meet a challenge.

Propose Solutions: Identifies an approach to meet the challenge or a potential solution to the problem.

Evaluate Potential Solutions: Uses criteria to eliminate ineffective solutions or approaches. Explains the relative effectiveness of proposed solutions or approaches.

Propose Solutions: Proposes plausible solutions to the problem or approaches to meet the challenge.

Evaluate Potential Solutions: Explains the strengths and weaknesses of proposed solutions or approaches. Tests selected solution or approach.

Propose Solutions: Present alternate solutions to a problem or approaches to meet a challenge that attends to different aspects of the problem or challenge.

Evaluate Potential Solutions: Use relevant criteria to eliminate ineffective solutions or approaches and select those that are plausible. Put selected alternatives through trials to determine their utility.


Reflect: Identifies the traits of a critical thinker and problem solver (for example: applies criteria, looks at different points of view, identifies assumptions, evaluates information gathered, makes reasoned judgments).

Plan: Identifies critical thinking and problem solving skills that can be improved with practice.

Mindset: Understands the relationship between effort and

Reflect: Identifies strengths and weaknesses in one’s own thinking, reasoning, and critical thinking dispositions.

Plan: Explains how individual actions can influence the problem-solving process.

Mindset: Demonstrates a desire to improve (for example: employs more practice, sets goals for improvement, asks for help from others instead of

Reflect: Explains how strengths and weaknesses in one’s own thinking, reasoning, and critical thinking dispositions may have affected the process or outcome.

Plan: Uses established criteria to identify and prioritize errors in the thinking or problem-solving process.

Mindset: Demonstrates a growth mindset (the belief that one can “get smarter” at critical thinking

Reflect: Accurately analyze and question one’s own thinking, reasoning, and critical thinking dispositions.

Plan: Identify factors that affect one’s objectivity or rationality (for example: prejudices, disposition, etc.); revise own thinking when the evidence points to other possibilities.

Mindset: Proactively improve own areas of weakness by



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success (for example: “The harder I work at this, the better I’ll be at it”; “I will work harder in this class from now on.”).

giving up). through effective effort) in response to setbacks and challenges (for example: persists when working on difficult tasks, takes risks in the learning process, accepts and uses feedback/criticism, is comfortable making mistakes).

employing effective strategies to increase growth mindset (for example: perseverance, taking risks, effective decision-making, using others’ feedback).























1.0 Novice


Score 2.0

2.0 Basic


3.0 Proficient


4.0 Advanced



Definition: Identifies a problem, investigation, or challenge.

Questioning: Formulates general questions about a topic.

Information Gathering: Identifies information to answer questions about a topic.

Definition: Explains the problem, investigation, or challenge.

Questioning: Formulates questions that help reveal important aspects of or information about the problem, investigation, or challenge.

Information Gathering: Gathers information related to the inquiry questions.

Definition: Clearly explains the problem, investigation, or challenge, providing details that exemplify the issue or situation.

Questioning: Develops and refines an initial set of questions related to the problem, investigation, or challenge. Prioritizes key question(s) on which to focus. The questions provide a solid foundation for inquiry.

Information Gathering: Gathers information from diverse, relevant, timely, and credible sources, using a variety of collection methods.

Definition: Describe the problem, investigation, or challenge in-depth by examining it through various lenses (for example: ethical, cultural, social, political, economic, systems thinking, etc.) or by identifying multiple facets of the topic.

Questioning: Generate thought-provoking inquiry questions, carefully phrasing them to influence the depth, quality, and value of the information obtained through the investigation.

Information Gathering: Analyze information gathered from the intended audience for the solution to the problem, including expectations for and constraints on the solution.


Organization: Creates categories to organize information; lists the information.

Evaluation: Identifies information within sources that is relevant to the problem, investigation, or challenge.

Organization: Classifies and compares information, organizing information into logical groups.

Evaluation: Identifies aspects of sources that reveal source credibility.

Establishes criteria by which to evaluate information (for

Organization: Identifies characteristics that create meaningful comparisons. Organizes and prioritizes evidence to reveal important patterns, differences, or similarities related to the focus.

Evaluation: Evaluates the sources of information, the accuracy, and relevance of

Organization: Clearly and accurately select, categorize, and classify a wide variety of information (for example: significant experiences, situations, data, events, judgments, beliefs, rules, and/or procedures, and/or criteria). Organize and synthesize information to reveal insightful



example: accuracy, timeliness, authority, etc.).

information patterns, differences, or similarities related to focus.

Evaluation: Reconcile contradictory information from multiple sources.

REASONING

Claim: Reaches a conclusion relevant to the problem, challenge, and/or question.

Support: Identifies evidence related to the problem, investigation, and/or challenge.

Claim: Presents clear and specific conclusions regarding how to solve the problem, meet the challenge, and/or answer the question, etc. that illustrate understanding of simple or basic concepts of the topic or issue.

Support: Provides explanations, citing evidence for conclusions drawn.

Claim: Presents logical conclusions regarding how to solve the problem, meet the challenge, and/or answer the question, etc., that illustrate understanding of the complexity of the topic or issue, including opposing viewpoints and identification of consequences and implications.

Support: Provides clear explanations, linking sufficient and varied evidence relevant to the conclusion.

Claim: Synthesize diverse informational sources to draw logical conclusions that are not immediately obvious.

Support: Explain the rationale for conclusions through sophisticated uses of inductive and/or deductive reasoning.


Propose Solutions: Describes a possible approach to solve a problem or to meet a challenge.

Evaluate Potential Solutions: Predicts the effectiveness of a provided solution to a problem or a given approach to meet a challenge.

Propose Solutions: Identifies multiple potential solutions to the problem or approaches to meet the challenge.

Evaluate Potential Solutions: Predicts the relative effectiveness of proposed solutions or approaches in order to eliminate ineffective solutions or approaches.

Propose Solutions: Identifies a sufficient number of plausible solutions to the problem or approaches to meet the challenge.

Evaluate Potential Solutions: Uses relevant criteria to eliminate ineffective solutions or approaches and selects those that are plausible. Puts selected alternatives through trials to determine their utility.

Propose Solutions: Identify multiple, innovative, plausible solutions to the problem or approaches to meet the challenge.

Evaluate Potential Solutions: Provide a thorough assessment of each solution or approach based upon identified criteria. Engage in effective, thorough trials of a wide variety of proposed solutions to develop and demonstrate an in-depth understanding of the problem or challenge and ways to address it.


Reflect: Identifies the traits of a critical thinker and problem solver (for example: applies criteria, looks at different points of view, identifies assumptions,

Reflect: Identifies strengths and weaknesses in one’s own thinking, reasoning, and critical thinking dispositions.

Reflect: Explains how strengths and weaknesses in one’s own thinking, reasoning, and critical thinking dispositions may have

Reflect: Accurately analyze and question one’s own thinking, reasoning, and critical thinking dispositions.



evaluates information gathered, makes reasoned judgments).

Plan: Identifies critical thinking and problem solving skills that can be improved with practice.


Plan: Explains how individual actions can influence the problem-solving process.


affected the process or outcome.

Plan: Uses established criteria to identify and prioritize errors in the thinking or problem-solving process.

Mindset: Demonstrates a growth mindset (the belief that one can “get smarter” at critical thinking through effective effort) in response to setbacks and challenges (for example: persists when working on difficult tasks, takes risks in the learning process, accepts and uses feedback/criticism, is comfortable making mistakes).

Plan: Identify factors that affect one’s objectivity or rationality (for example: prejudices, disposition, etc.); revise own thinking when the evidence points to other possibilities.

Mindset: Proactively improve own areas of weakness by employing effective strategies to increase growth mindset (for example: perseverance, taking risks, effective decision-making, using others’ feedback).

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CRITICAL THINKING AND PROBLEM SOLVING · PDF filecritical thinking and problem solving rubric grades k-2 catalina foothills school district tucson, arizona