Generalized Rubric for Decision-Making TaskLevel 1 Level 2 Level 3 Level 4

Did the student selectappropriate and importantalternatives to beconsidered?

The student selectsalternatives that do notaddress the real issue andpresent no worthwhilechallenge.

The student does notpresent clear alternatives,or selects alternatives thatare not completelyappropriate to the task.

The student clearlyidentifies alternatives thatare appropriate to the taskand that present a genuinedecision making task.

The alternatives presentedare clearly articulated,appropriate to the task,and present a meaningfuldecision-making challenge.

Did the student selectimportant and appropriatecriteria with which toassess the identifiedalternatives? Was thestudent accurate in herassessment of howimportant the identifiedcriteria are to thedecision?

The student does notspecify any criteriaappropriate for theselected alternatives or ofimportance to the decision.

The student correctlyidentifies the principlecriteria by which theidentified alternatives willbe assessed. Somecriteria might be omitted,or included criteria mightnot be important factorsfor consideration orentirely appropriate for thedecision task.

The student clearlyidentifies the criteria bywhich the identifiedalternatives will beassessed. With nosignificant exceptions, thecriteria are appropriate tothe alternatives andimportant to the decisiontask.

The student clearly andcompletely identifies thecriteria by which theidentified alternatives willbe assessed. The criteriaare presented in detail andreflect an unusuallythorough understandingand concern for theramifications of thedecision.

Was the student accuratein their assessment of theextent to which thealternatives possess theidentified characteristics?

The student does not useall necessary criteria forevaluating the decisionalternatives. The criteriathe student uses areincorrectly matched to thealternatives.

The student’s assessmentof the alternatives does notcompletely address all thecriteria for evaluation; or,the student applies allappropriate criteria to thealternatives but is notcompletely accurate inassessing how well thecriteria have been met.

The student presents anaccurate assessment ofthe extent to which thealternatives possess theidentified criteria.

The student provides athorough, fully developedassessment of eachalternative based upon thecriteria. In addition, thestudent also providescomparison and contrastof the alternativesaccording to the extenteach meet the criteria.

Did the final selectionadequately meet decisioncriteria and answer theinitial decision question?

The student makes aselection that does notappear reasonable, orcannot be justified by thestudent’s evaluation of thealternatives.

The student selects analternative that does notentirely conform to thestudent’s assessment ofthe alternatives.

The student successfullyanswers the decisionquestion by selecting analternative that meets orexceeds establishedcriteria.

The student selects analternative consistent withits rating on the criteria.The selection represents awell-supported answer tothe initial decisionquestion. In addition, thestudent provides a usefuldiscussion of problemsthat arose during theselection process.

SCORING RUBRIC FOR DECISION-MAKING TASKLevel 1 Level 2 Level 3 Level 4

Selection of appropriateand important alternativesto be considered

Alternativesr do NOT address the

real issuer present no worthwhile

challenge

Alternatives arer NOT clearr NOT completely

appropriate to the task

Alternatives arer appropriate to the taskr present a genuine

decision making task

Alternatives arer clearly articulatedr appropriate to the taskr present a meaningful

decision-makingchallenge

Selection of important andappropriate criteria withwhich to assess theidentified alternatives

Accuracy of assessment ofhow important theidentified criteria are to thedecision

Criteria by whichalternatives will beassessedr Are NOT specifiedr Are NOT appropriater Are NOT of importance

to the decision

Criteria by whichalternatives will beassessedr Are correctly identifiedr Might be omittedr Might NOT be

important factors forconsideration

r Might NOT be entirelyappropriate for thedecision task

Criteria by whichalternatives will beassessed arer Clearly identifiedr (With no significant

exceptions)Appropriate to thealternatives

r (With no significantexceptions) Importantto the decision task

Criteria by whichalternatives will beassessed arer Clearly and completely

identifiedr Presented in detailr Reflect an unusually

thoroughunderstanding andconcern for theramifications of thedecision

Accuracy of assessment ofthe extent to which thealternatives possess theidentified characteristics

Assessment of alternativesr Is NOT based on all

necessary criteriar Is NOT correctly

matched to the criteria

Assessment of alternativesr Does NOT completely

address all the criteriafor evaluation

r Is NOT completelyaccurate

Assessment of alternativesr Is accurate

Assessment of alternativesr Is thoroughr Is fully-developedr Is based upon the

criteriar Contains a comparison

and contrastAdequacy of final selectionin meeting decision criteriaand answering the initialdecision question

Final selectionr Does NOT appear

reasonabler CANNOT be justified by

the student’sevaluation of thealternatives

Final selectionr Does not entirely

conform to thestudent’s assessmentof the alternatives

Final selectionr Successfully answers

decision questionr Is based on

alternatives that meetor exceed establishedcriteria

Final selectionr Is consistent with its

rating on the criteriar Represents a well-

supported answer tothe initial decisionquestion

r Includes a usefuldiscussion of problemsthat arose during theprocess

Complex Thinking Standards - Reasoning Strategy 1: ComparisonStudent Rubric

Level 1 Level 2 Level 3 Level 4I select useful andimportant items tocompare.

I select items that are notuseful or important or thatdo not work for thecomparison.

I select items that willallow me to do acomparison, but the itemsmay not be very useful orimportant and may evencause some problems as Ido the comparison.

I select items that areuseful and important andhelp me achieve the goalfor the comparison.

I select items that areuseful and important andhelp me make interestingcomparisons; I selectitems that might bedifferent from what otherpeople select because Iwant to see things in newways as a result of doingthis comparison.

I select useful andimportant characteristicson which to compare theselected items.

I select unimportantcharacteristics that are notat all useful in thecomparison; or I selectitems that I cannot evencompare.

I select somecharacteristics that willhelp me do somecomparing of items, but afew of the characteristicsare not very useful in thecomparison.

I select characteristicsthat are useful andimportant and will help methink about items ininteresting ways.

I select characteristicsthat focus on the mostuseful and importantinformation about theitems being compared.The characteristics willhelp me see the items innew and unusual ways.

I accurately describe howthe items are the same anddifferent for eachcharacteristic.

I make many significanterrors when I try todescribe how the items arethe same and different foreach of thecharacteristics.

I make some errors when Idescribe how the items arethe same and different foreach of thecharacteristics.

I accurately describeimportant ways the itemsare the same and differentfor each of thecharacteristics.

I accurately describe theimportant ways the itemsare the same and differentfor each of thecharacteristics; I alsoexplain interesting ideasand conclusions that occurto me as a result of thecomparison.

Complex Thinking Standards - Reasoning Strategy 2: ClassificationStudent Rubric

Level 1 Level 2 Level 3 Level 4I select important items toclassify.

I select items that areunimportant or havenothing to do with thereason I am doing theclassification.

I select items that are notvery important or that willbe simple to quickly put incategories.

I select items that areimportant and make methink when I classify them.

I select important andinteresting items toclassify; they may even bedifficult to classify and mayforce me to think aboutthings in new ways.

I create useful categoriesfor classifying the items.

I create categories thatuse only unimportantcharacteristics of theitems.

I create categories thatallow me to classify butdon't really make me thinkabout the importantcharacteristics of theitems.

I create categories thatmake me think aboutimportant characteristicsof the items.

I create categories thatmake me think about theitems in interesting anddifferent ways.

I describe accurate andcomplete rules fordeciding which items go ineach category.

I list rules, but they do notdescribe the categories.

I describe the rules fordeciding which items go ineach category, but I leavethings out and createconfusion, or I includeinformation about thecategories that does notreally help put the items incorrect categories.

I clearly describe rules fordeciding which items go ineach category, wording mydescriptions in ways thateliminate any confusionabout where to place theitems.

I clearly and completelydescribe the rules fordeciding which items go ineach category; I describethese rules in a way thatforces me to think aboutthe items in interesting andunusual ways.

I accurately place theitems in the categories.

I make many errors whenplacing items in categoriesand do not describe why Iplaced them in specificcategories.

I make some mistakeswhen I place items incategories and, even whenit would be helpful, I don'tdescribe why an item fits ina category.

I place each item in thecorrect category and,when I need to, I describewhy it fits in the category.

I place each item in thecorrect category anddescribe why it fits in thatcategory; I also describeinteresting ideas andthoughts that occur to mewhile I am doing this.

Complex Thinking Standards - Reasoning Strategy 3: InductionStudent Rubric

Level 1 Level 2 Level 3 Level 4I select and describespecific pieces ofinformation to use inmaking generalconclusions or statements.

I select unimportant piecesof information.

I select some specificpieces of information thatare not really important touse in making andsupporting generalconclusions or statementsor I miss important piecesof information related tothe conclusions orstatements.

I accurately select anddescribe all importantpieces of information touse in making andsupporting generalconclusions or statements.

I clearly and accuratelyselect and describe allimportant pieces ofinformation to use inmaking and supportinggeneral conclusions orstatements; I am carefuland think in new andinteresting ways when Iselect and use the specificpieces of information.

I think about theinformation and explaininteresting ideas ormeanings I find in it.

I explain ideas or meaningsI find in the information, butthey are inaccurate, don'tmake sense, or do notreally relate to theinformation.

I explain ideas or meaningsI find in the information, butsome of them areinaccurate because I didnot really understand theinformation.

I explain interesting ideasor meanings I find in theinformation; the ideas ormeanings are generallyaccurate and important.

I explain interesting ideasor meanings I find in theinformation; the ideas ormeanings I find show that Ihave thought a lot aboutthe information and usedall my knowledge to findthese interesting ideas ormeanings.

I make general conclusionsfrom the specific pieces ofinformation orobservations.

I make conclusions thatdon't make sense, and Ican't really describe how Iused the information andobservations.

I make conclusions fromthe specific pieces ofinformation orobservations and describehow I used the information,but some conclusions anddescriptions don't makesense.

I make general conclusionsfrom the specific pieces ofinformation orobservations; theconclusions generallyshow I have used theinformation orobservations in a way thatmakes sense.

I make clear, generalconclusions from thespecific pieces ofinformation orobservations; theconclusions make senseand show that I understandhow to think about andcombine specificinformation andobservations to come tointeresting generalconclusions.

Complex Thinking Standards - Reasoning Strategy 4: DeductionStudent Rubric

Level 1 Level 2 Level 3 Level 4I select an important anduseful general statement ininformation I am analyzing.

I select a generalstatement, but it is notrelated to the informationor adds nothing to theunderstanding of theinformation.

I select an importantgeneral statement that isrelated to the information Iam analyzing, but does notreally help to explain it.

I select an importantgeneral statement thathelps to explain theinformation I am analyzing.

I select an importantgeneral statement in theinformation that adds tothe understanding of theinformation in a way thatgoes beyond the obviousmeanings others see.

I accurately explain themeaning of the generalstatement.

I explain the meaning ofthe general statement, butmake major errors.

I explain the meaning ofthe general statement, butmake some errors.

I accurately and clearlyexplain the meaning of thegeneral statement.

I accurately and clearlyexplain the meaning of thegeneral statement andshow how it can be used inways that may not beobvious to others.

I accurately explain howthe general statementapplies to otherinformation.

I explain some ways ofapplying the statement, butthey do not make sense ordo not relate to thesubject.

I explain some importantways of applying thestatement to otherinformation, but I makesome errors or includeways of applying theinformation that are notuseful.

I explain, with minorerrors, how the generalstatement applies to otherinformation; theexplanation provides auseful way of thinkingabout the subject that isbeing analyzed.

I accurately explain howthe general statementapplies to otherinformation. I find ways toaccurately apply it thatother people generallymiss and show howapplying it in these newways will add to theunderstanding of the entiresubject that is beinganalyzed.

Complex Thinking Standards - Reasoning Strategy 5: Error AnalysisStudent Rubric

Level 1 Level 2 Level 3 Level 4I find and describe majorerrors in information I reador hear, or when watchingsomeone do something.

I don't find importanterrors or I frequentlydescribe errors that I findout are not really errors.

I miss some importanterrors when I am analyzinginformation or a process,or sometimes I describeerrors and find out they arenot really errors.

I accurately find anddescribe all importanterrors in the information orprocess I am analyzing; Idescribe each and tell whyit is an error.

I accurately find anddescribe all errors in theinformation or process Iam analyzing; I clearlydescribe each one and tellwhy it is clearly an error; Ieven find minor errors thatmany people miss.

I accurately describe howthe errors affect theinformation or process Iam analyzing.

I do not accuratelydescribe the effects orproblems the errors causein the information orprocess, or I describeeffects or problems that donot really exist.

I describe how the errorsaffect or cause problems inthe information or processbut I leave out someimportant effects orproblems, or mydescription is not entirelyaccurate.

I accurately describe, withsome details, how theerrors affect or causeproblems in theinformation or process.

I accurately andcompletely describe howthe errors affect or causeproblems in theinformation or process; Iexplain the major effects orproblems that are easy tosee, but I also explain littlethings that could happenbecause of the error.

I accurately describe howto correct the errors.

My ideas for correcting theerrors are not workable orwould not take care of theeffects or problems theerrors cause.

I describe some ways ofcorrecting the errors but Imy ideas sometimes do nottake care of the effects orproblems the errors cause.

I describe workable waysof correcting the errors;my ideas take care of themajor effects or problemsthe errors cause.

I describe workable andcreative ways ofcorrecting the errors so allpossible effects orproblems will be takencare of; my ideas forcorrecting the errors showthat I have used myknowledge about theinformation and processand have thought aboutmore than one workableway of correcting theerrors.

Complex Thinking Standards - Reasoning Strategy 6: Constructing SupportStudent Rubric

Level 1 Level 2 Level 3 Level 4I accurately make astatement that needs to besupported with moreinformation.

I make a statement thatneeds no support.

I make a statement thatneeds to be supported withmore information, butsometimes I add too muchto the statement andconfuse it with other typesof information.

I accurately make a clearstatement that needs to besupported with moreinformation.

I accurately and clearlymake a statement thatneeds to be supported withmore information; thisstatement may have beenmistaken by others as afact, but I recognize that itneeds support.

I provide enoughinformation to support thestatement.

I don't present informationthat supports thestatement.

I present some importantinformation that supportsthe statement, but I don'tprovide enoughinformation or I leave outnecessary information.

I clearly and accuratelypresent all the importantinformation that stronglysupports the statement.

I clearly and accuratelypresent all the availableinformation that stronglysupports the statement. Idescribe how importanteach piece of informationis to the support of thestatement. I also explainwhat information is notavailable and whatproblems the missinginformation might cause.

I explain situations wherethe statement does notapply.

I don't explain situationswhere the statement doesnot apply.

I explain some situationswhere the statement doesnot apply, but I leave outimportant points or do notexplain them accurately.

I accurately explainsituations where thestatement does not apply.My explanation helpssupport the statement.

I accurately explainsituations where thestatement does not apply.My explanation shows thatI have carefully thoughtabout the statement andunderstand where it doesand does not apply. It alsohelps support thestatement and provides away of understanding thestatement from a differentpoint of view.

Complex Thinking Standards - Reasoning Strategy 7: AbstractingStudent Rubric

Level 1 Level 2 Level 3 Level 4I select a significantsituation or meaningfulinformation that has withinit an identifiable pattern. Iidentify that pattern andthen compare it with therelationships or patterns inanother situation or inother information.

I select information or asituation that is not veryimportant or useful. It alsodoes not really have ageneral pattern that couldbe compared to otherspecific information orsituations.

I select information or asituation that has a generalpattern that could becompared to otherinformation or situations,but the information orsituation I select is notreally very useful orimportant.

I select a significantsituation or meaningfulinformation that has withinit a general pattern thatcould be compared topatterns in other situationsor in other information.

I select a significant situation ormeaningful information that haswithin it an interesting generalpattern that could be compared toa pattern in other situations or inother information; the informationor situation I select is notsomething others typically wouldchoose, but I explain how I see itin a different way and why I think itwould be a good topic forabstracting.

I find a general pattern inthe specific situation orinformation.

I don't find a generalpattern that is accurateand includes importantideas.

I find a general pattern inthe specific situation orinformation that includessome important ideas, butit is not completelyaccurate or it leaves outsome important parts ofthe situations orinformation.

I find a general pattern inthe specific situation orinformation that isaccurate, includes theimportant ideas, and couldbe used to comparepatterns in other specificsituations or information.

I find a general pattern thatincludes the importantparts of the situation orinformation and also helpsshow the interesting ideasand meanings in thesituation or information.The general relationship orpattern will clearly help mecompare patterns in otherspecific situations orinformation.

I accurately explain howthe general pattern in thespecific situation orinformation is the same asthe general pattern inanother situation or set ofinformation.

I find a topic on whichpeople disagree, but I donot find or describe anyspecific areas ofdisagreement.

I select a second situationor set of information that isonly a little bit similar tothe first situation or set ofinformation. The twosituations or sets ofinformation don't reallyhave matching patterns.

I select a second situationor set of information anddescribe how it has apattern that is the same asthe pattern in my firstsituation or set ofinformation. The secondsituation or set ofinformation is important,and my comparison of thetwo is useful andinteresting.

I select another situationor set of information anddescribe how it has apattern that is the same asthe pattern in the firstsituation or set ofinformation. The secondsituation or set ofinformation is interestingand isn't what most peoplewould typically select. Mycomparison of the twosituations or sets ofinformation brings outmany ideas that help shownew and interesting waysof looking at eithersituations or sets ofinformation.

Complex Thinking Standards - Reasoning Strategy 8: Analyzing PerspectivesLevel 1 Level 2 Level 3 Level 4

I find and describe a topicon which people disagreeand explain the areas ofdisagreement.

I find a topic on whichpeople disagree, but I donot find or describe anyspecific areas ofdisagreement.

I find a topic on whichpeople disagree, but Imake errors in explainingthe specific areas ofdisagreement.

I find and accuratelydescribe a topic on whichpeople disagree andexplain the areas ofdisagreement.

I find and accuratelydescribe a topic on whichpeople disagree. I explainthe obvious and specificareas of disagreement, butI also find and explain lessobvious causes ofdisagreement, but I alsofind and explain lessobvious causes ofdisagreement.

I state an opinion on thetopic and explain thereasons for that opinion.

I do not state a clearopinion.

I clearly state an opinionon the topic, but I do notclearly explain the reasonsfor that opinion.

I clearly state an opinionon the topic and explainsome of the importantreasons for that opinion. Ido not explain the thinkingthat might lead to theopinion.

I clearly state an opinionon the topic and explainthe reasons for thatopinion. I also describethe thinking that might leadto the opinion, and I explainthe strengths,weaknesses, and errors inthat thinking.

I state an opinion differentfrom the first one andexplain the reasons for thatopinion.

I do not state a clearopinion different from thefirst one.

I clearly state an opiniondifferent from the first one,but I do not clearly explainthe reasons for thatopinion.

I clearly state an opiniondifferent from the first oneand explain the importantreasons a person mighthave for that opinion. I donot describe the thinkingthat would lead someoneto that opinion.

I clearly state a detailedopinion different from thefirst one and explain theimportant reasons for thatopinion. I describe thethinking that might lead tothat opinion, and I explainthe strengths,weaknesses, and errors inthat thinking.

Complex Thinking Standards - Reasoning Strategy 9: Decision MakingStudent Rubric

Level 1 Level 2 Level 3 Level 4I identify important anduseful choices for mydecision-making tasks.

I identify choices that arenot at all important oruseful for the decision-making task.

I identify some choicesthat are important anduseful to the decision-making task, but I alsoidentify some that are notvery important or useful.

I identify and describe themost important and usefulchoices for my decision-making task.

I identify all the importantand useful choices for mydecision-making task anddescribe them with details.

I identify important criteriato use when I evaluate mychoices.

I identify criteria that areunimportant or unrelatedto the decision-makingtask.

I identify some importantcriteria to use when Ievaluate my choices, but Ialso identify some criteriathat are not very importantor I leave out some veryimportant criteria.

I identify and describeimportant criteria to usewhen I evaluate mychoices.

I identify and describe importantcriteria to use when I evaluate mychoices. My criteria show that Ihave thought about andunderstand the decision and havecarefully considered eachcriterion before selecting it.

I accurately describe howeach choice relates toeach criterion.

I do not describe how thechoices relate to thecriteria or I make manyerrors when I describehow the choices relate tothe criteria.

I do not describe how eachchoice relates to eachcriterion or I make manyerrors when I describehow the choices relate tothe criteria.

I accurately describe howeach choice relates toeach criterion.

I accurately describe, with details,how each choice relates to eachcriterion. For some of the criteria,I even compare the choices toclearly show the differencesamong the choices.

I select the choice thatmeets my criteria andanswers the question thatcreated the need for adecision.

I select a choice withoutgiving much thought tohow it matches the criteria,or I cannot explain how mychoice matches thecriteria.

I select a choice thatmatches some criteria, butit may not be the bestchoice because I ignoredor did not see a bettermatch.

I select the choice thatbest matches my criteria.The choice provides asatisfactory answer to thequestion that originallycreated the need for adecision.

I select a choice after carefullyconsidering how the choicesmatch the criteria. I explain whymy choice effectively answers thequestion that originally createdthe need for a decision. I alsoexplain any important andinteresting ideas that occurred tome or other things I learnedduring the process of making thedecision.

Complex Thinking Standards - Reasoning Strategy 10:Investigation (Definitional, Historical, and Projective)Student Rubric

Level 1 Level 2 Level 3 Level 4I find and explain theinformation that everyoneagrees is clear or is knownabout the concept I amdefining (definitionalinvestigation), the pastevent I am describing(historical investigation),or the future event I ampredicting (projectiveinvestigation).

I find little or noinformation that is alreadyclear or known about thetopic.

I find some importantinformation that is alreadyclear or known about thetopic, but I miss importantinformation or inaccuratelydescribe my topic.

I find and accuratelydescribe the importantinformation that is alreadyclear or known about thetopic I am investigating.

I find and accuratelydescribe as much aspossible about what isalready clear or knownabout the topic. I checkmy information carefully tomake sure it is correct. Ieven find information thatvery few people know andshow why it is important tomy topic.

I find and explain the thingsabout the concept I amdefining (definitionalinvestigation), the pastevent I am describing(historical investigation),or the future event I ampredicting (projectiveinvestigation) that causepeople to be confused,unsure, or indisagreement.

I do not find any importantthings about the topic thatcause people to beconfused, unsure, or indisagreement.

I find and explain some ofthe things about the topicthat cause people to beconfused, unsure, or indisagreement, but I leaveout some important ideas.

I find and explain the mostimportant things about thetopic that cause people tobe confused, unsure, or indisagreement.

I find and explain, withdetails, all the importantthings about the topic thatcause people to beconfused, unsure, or indisagreement. I even findthings that other peopleoften do not see.

I suggest and defend a wayof clearing up or settlingthe things that causepeople to be confused,unsure, or indisagreement.

I suggest an explanation ofthe topic that does notclear up or settle things,that I cannot defend, orthat does not make sense.

I suggest an explanation ofthe topic that tries to clearup or settle the things thatcause people to beconfused, unsure, or indisagreement, but I do notdefend it very well or I usesome inaccurateinformation.

I suggest and defend anexplanation of the topicthat clears up or settlesthe things that causepeople to be confused,unsure, or indisagreement. Myexplanation usesinformation accurately andmakes sense.

I suggest and defend adetailed explanation of thetopic that clears up orsettles the things thatcause people to beconfused, unsure, or indisagreement. Myexplanation makes senseand shows that Iunderstand the problemand have thought about itcarefully; it gives people anew way of looking at thetopic.

Complex Thinking Standards - Reasoning Strategy 11: Problem SolvingLevel 1 Level 2 Level 3 Level 4

I accurately recognize anddescribe the limits orbarriers that make itdifficult for me to achievemy goal.

I describe what I see aslimits or barriers but do notrecognize or describe anyof the major limits orbarriers that make itdifficult for me to achievemy goal.

I recognize and describesome of the major limits orbarriers that make itdifficult for me to achievemy goal, but I miss someimportant ones orinaccurately describethem.

I accurately recognize anddescribe the major limits orbarriers that make itdifficult for me to achievemy goal.

I accurately recognize all theimportant limits or barriers thatmake it difficult for me to achievemy goal. I describe, with details,how they make it difficult. I evenrecognize and describe lesserlimits or barriers that make it moredifficult to achieve my goal.

I suggest workable andeffective solutions fordealing with the limits orbarriers so I can achievemy goal.

I suggest solutions fordealing with the limits orbarriers, but mysuggestions do not relateto the problems created bythe limits or barriers.

I suggest several solutionsfor dealing with the limitsor barriers, but some ofthem do not help solve theimportant problemscreated by the limits orbarriers.

I suggest a number ofworkable solutions fordealing with the limits orbarriers so I can achievemy goal. My suggestionswill help me deal with theproblems created by thelimits or barriers.

I suggest a number of interestingand workable solutions for dealingwith the limits or barriers so I canachieve my goal. My suggestionsshow I have thought carefullybecause some of my ideas arevery different from what othersmight suggest; the solutionsrelate directly to all of the specificproblems caused by the limits orbarriers.

I select and try out the bestsolution.

I select what seems to bethe best solution, but I donot try it out in a situationthat gives me any usableinformation about how wellit works.

I select what seems to bethe best solution and try itout, but the way I set upthe test does not really tellme how well it works. I stillwon't know if the solutionis a good one for dealingwith the limits or barriers.

I select what seems to bethe best solution and try itout in a way that will tellme if it works. The test Iuse helps me decide if thesolution is a good one fordealing with the limits orbarriers in my problem.

I decide which of my ideas isprobably going to be the bestsolution and set up a way of tryingit out to see if it works. I use amethod of testing the solution thatI know will give me a completeidea of how well it helps me dealwith all of the problems created bythe specific limits or barriers. Ialso see if the solution has otherunexpected effects that help meachieve my original goal.

When I try other solutionsbesides my first choice, Iexplain the reasons theywere not my first choiceand describe how welleach of them helps me dealwith the limits or barriersin my problem.

I explain the process I usedto put my other solutions inorder, but it makes nosense. I do not describehow well any of thesolutions worked.

I explain the process I usedto put my other solutions inorder, but the process isnot very clear or has someerrors; or I do not describehow each of the solutionsworked.

I explain the process I usedto put my other solutions inorder of importance. Theprocess is clear andmakes sense. I alsodescribe how well thesolutions helped me dealwith the limits or barriersin my problem.

I explain clearly and with detailswhy I am testing other solutionsbesides my first choice. Idescribe the criteria I used to putthe solutions in order ofimportance and tell how thesolutions meet the criteria. I thenexplain how well each solutionworked to help me deal with thelimits or barriers in my problem.

Complex Thinking Standards - Reasoning Strategy 12: Experimental InquiryLevel 1 Level 2 Level 3 Level 4

I use accurate andimportant information tosuggest an explanation forsomething I am studying.

I suggest an explanationfor something I amstudying, but I includeinaccurate or unimportantinformation and leave outimportant information.

I suggest an explanationsomething I am studying. Iinclude some inaccurateinformation or leave outimportant information thatwould have made theexplanation clearer.

I suggest a clearexplanation for something Iam studying. Myexplanation includesaccurate and importantinformation.

I suggest a clear explanation forsomething I am studying. Myexplanation includes accurateand important information from avariety of sources. I check myinformation carefully to make sureit clearly explains what I observe.

I make a prediction aboutwhat would happen if myexplanation is correct.

I make a prediction thatcannot be tested.

I make a prediction aboutwhat would happen if myexplanation is correct, buthe prediction is based onthe incorrect use ofinformation in myexplanation or is aprediction that would bedifficult to test.

I make a prediction aboutwhat would happen if myexplanation is correct. Theprediction is based on theinformation in myexplanation and can betested.

I make a prediction about whatwould happen if my explanation iscorrect. The prediction can betested and is based on theinformation in my explanation. Ieven add more information toshow that I an increasing myknowledge of what I am studying.

I set up and carry out anexperiment (or activity) tofind out whether myprediction is accurate.

I set up and carry out anexperiment, but it does nottest the prediction. Theset-up of the experiment issloppy and my results areinaccurate or not usable.

I set up and carry out anexperiment that tests someparts of my prediction butdoes not give me completeinformation. Some of theresults are difficult to usein finding out whether myprediction is accurate.

I set up and carry out anexperiment that does agood job of testing theprediction. I et someaccurate, clear, andusable results.

I set up and carry out anexperiment that tests all aspectsof my prediction. The experimentalso produces other usefulinformation and gives answers toother questions related to myprediction. I carefully plan everystep of the activity or experimentso that the results are accurate,clear, and usable.

I accurately evaluate theresults of the experiment(or activity) and decidewhether my originalexplanation of what I amstudying is correct.

I describe some results,but I make many errorsand do not relate theresults to my originalexplanation.

I describe some importantresults of the experiment,but I leave out someimportant results or havetrouble explaining how theresults related to myoriginal explanation.

I accurately evaluate theimportant results of theexperiment to decidewhether my prediction wasaccurate. I explain howwell the results support myoriginal explanation.

I accurately evaluate all theresults of the experiment todecide whether my prediction wasaccurate and the results supportmy original explanation of what Iam studying. I discuss howaccurately I used the importantinformation in my originalexplanation. I also describe what Ilearn or understand better as aresult of doing this experiment.

Complex Thinking Standards - Reasoning Strategy 13: InventionStudent Rubric

Level 1 Level 2 Level 3 Level 4I suggest a process thatcould be improved upon ora product that could becreated.

I suggest a process orproduct that is not relatedto a specific need.

I suggest a process orproduct that is somewhatuseful, but will not reallyhelp meet a specific need.

I suggest a process orproduct that could beimproved upon or created.My idea is new and useful.

I suggest a process orproduct that could beimproved upon or created.My idea is unusual andextremely useful. It showsthat I have studies andthought carefully aboutwhat it takes to come upwith an idea that willimprove people's lives bymeeting a specific need.

I set clear and importantstandards that myinvention will meet.

I set standards that do notreally relate to myinvention or are so low thatit looks like I do not plan todo quality work.

I set clear standards, butsome of them are not veryuseful for this type ofinvention or are not highenough to help me doquality work.

I set clear and usefulstandards that will be myguide to quality as I workon my invention.

I set clear and usefulstandards that myinvention must meet. Imake sure the standardsare high enough so that myinvention will be the best.

As I work on my invention, Imake detailed andimportant changes whennecessary.

As I work, I make almostno changes. I stick withmy first try, even if it doesnot work very well.

As I work, I make changes,but only when absolutelynecessary.

As I work, I makeimportant changes whennecessary so the inventionwill meet the need that it issupposed to meet.

As I work, I study myinvention carefully toidentify small changes thatmight make it better. Ialways go back and thinkabout the need myinvention is supposed tomeet, and my changesdefinitely help it bettermeet that need. My goal isto keep making changesuntil my invention is thebest it can be.

I work on my invention untilit is complete and has metthe standards that I set.

I quit work on my inventionbefore it meets thestandards I set. Theinvention does not serveits intended purpose.

I work on my invention onlyuntil it barely meets someof the standards I set. Itpartially serves itsintended purpose.

I work on my invention untilit meets all the standardsthat I set. The finalproduct or process servesits intended purpose.

I work on my invention untilit completely meets orexceeds the standards thatI set. The final process orproduct serves itsintended purpose and evengoes beyond what I hadoriginally planned.

Information Processing StandardsStudent Rubric

Level 1 Level 2 Level 3 Level 4I find meaning ininformation and thencombine and organizeinformation to make ituseful for my task.

I make major errors when Ilook for meaning ininformation that I gatherfor my task, and I do notcombine or organizeinformation.

I make errors when I lookfor meaning in informationthat I gather for my task,and I combine theinformation inaccurately orin a way that makes itconfusing

I find useful and accuratemeaning in the informationI gather for my task, and Icombine and organize theinformation so that itmakes sense

I find useful and accuratemeaning in information Igather for my task. Iunderstand meanings ininformation that otherpeople do not see. I thencombine and organizeinformation in my own wayto express certain ideas.

I use a variety of methodsand resources whengathering information formy task.

I do not use importantinformation resources orthe best methods when Igather information for mytask.

I miss some importantinformation resources andfail to use some of the bestmethods when I gatherinformation for my task.

I use important informationresources and usefulmethods when I gatherinformation for my task.

I use important informationresources and usefulmethods when I gatherinformation for my task. Ieven find resources thatother people don't think ofor don't know about. Mymethods are unusual buteffective.

I accurately determine howvaluable specificinformation may be to mytask.

I do not determine howvaluable specificinformation may be to mytask, or I make many majorerrors when I explain howthe information may beuseful or whether it isbelievable.

I make some errors when Idetermine how valuablespecific information maybe to my task and explainhow useful and believableit is.

I accurately determine howvaluable specificinformation may be in mytask. I explain how it wouldbe useful and whether it isbelievable.

I accurately determine howvaluable specificinformation may be to mytask, explaining in detailhow and why theinformation would beuseful and whether it isbelievable. My explanationshows that I understandwell the kind of informationneeded for my task.

I recognize when moreinformation is needed andexplain how the newinformation would improvethe completed project.

I do not try to recognizewhen a project needs moreinformation.

I do not recognize when aproject needs moreinformation. Even if Idecide more is needed, Ido not find the neededinformation.

I recognize that moreinformation would makethe completed projectbetter and explain howadditional informationwould improve it. I thenfind the information.

I recognize when moreinformation is needed,even when other peoplemay think the project isfine. I explain how thecompleted project wouldbenefit from additionalinformation and I describeexactly what information isneeded. I then find theinformation.

Effective Communication StandardsStudent Rubric

Level 1 Level 2 Level 3 Level 4I communicate ideasclearly.

I communicate informationin unorganized pieces.

I communicate someimportant information, but Ido not organize it wellaround a main idea ortopic.

I communicate ideas bymaking sure I have a clearmain idea or topic andenough details to explainor support the idea ortopic.

I communicate ideas bymaking sure I have astrong main idea or topicand carefully organizeddetails that explain orsupport the idea or topic. Imake sure the details helpmake the bigger ideasuseful and interesting.

I communicate well withdifferent audiences.

I present information tovarious audiences in a waythat conflicts with theirknowledge and interests.

I present information tovarious audiences in a waythat does not completelysuit their knowledge andinterests.

I present information tovarious audiences in a waythat suits their specificknowledge and interests.

I present information tovarious audiences in a waythat makes the most oftheir specific knowledgeand interests.

I communicate well using avariety of media.

I do not even try tocommunicate in more thanone medium.

I try to communicate usingtwo mediums, but I makeerrors in the processesand misunderstand theaccepted standards of themediums I am using.

I communicate using twomediums and follow thecorrect process and usethe accepted standards forboth of those mediums.

I use many methods ofcommunication and I followthe correct processes anduse the acceptedstandards of thosemediums. I also use themediums in new anddifferent ways.

I communicate well fordifferent purposes.

I do not try to explain thepurpose of mycommunication or I don'treally have a clearpurpose.

I try to explain the purposeof my communication, but Imake errors in theexplanation or leave outinformation that wouldmake it clear.

I clearly explain thepurpose of mycommunication byselecting and usingeffective methods.

I clearly explain thepurpose of mycommunication byselecting and using veryeffective and originalmethods. My explanationgoes beyond just statingthe purpose; it addsmeaning to the informationI am communicating.

Collaboration/Cooperation StandardsStudent Rubric

Level 1 Level 2 Level 3 Level 4I work to help achieve thegoals of the group.

I don't participate in groupdiscussions or show that Icare about the groupgoals; or I actually workagainst the goals.

I participate in groupdiscussions and show thatI care about the groupgoals, but I do not do thejobs assigned to me.

I participate in groupdiscussions and show thatI care about the groupgoals. I complete the jobsassigned to me.

I participate actively andeven help lead the group insetting goals. I do the jobsassigned to me better thananyone expects.

I communicate well withthe other group members.

I do not participate ingroup discussions, evenwhen asked to. I shareideas in a way that shows Idon't really care about thefeelings and ideas ofothers.

I participate in groupdiscussions when I amasked to. When I share myideas, I don't clearly showthat I care about thefeelings and ideas ofothers.

I participate in groupdiscussions without beingasked to. When I share myideas, I show that I careabout other people'sfeelings and ideas.

I encourage goodcommunication among thegroup members and try tomake sure everyoneshares their ideas. When Ishare my ideas, I show thatI care about other people'sfeelings and ideas, and Iencourage everyone in thegroup to do the same.

I help make sure the groupworks well together.

I do not participate indiscussing how well we areworking together. Whenthe group decides tochange, I refuse to helpworking on the changes.

I participate in discussionsof how well we are workingtogether only when I amasked to, and I don't haveideas for ways to change.When we decide tochange, I put little effortinto making thosechanges.

I participate in discussionsof how well we are workingtogether and help developsuggestions for changeswhen we need to improve.I work on making thechanges that we agree to.

I encourage the group toevaluate how well we areworking together. I try toget everyone involved inthinking of ways to makechanges when we need toimprove. When we decideto make changes. I try tomake sure the changeshelp us work bettertogether.

I perform a variety of jobsin my group.

I don't even try to performany more than one jobs inmy group.

I try to perform two jobs inmy group but don't performboth well.

I perform two jobs in mygroup and do both wells.

I perform many jobs in mygroup and do them all well.

Habits of Mind StandardsStudent Rubric

Level 1 Level 2 Level 3 Level 4I am aware of my ownthinking.

I describe my thinking when Iam solving a problem ordoing other kinds of mentaltasks, but my description isconfusing. I do not describehow thinking about mythinking affects how I learn ordo tasks.

I don't include very muchinformation when I try todescribe how I am thinkingwhen I am solving a problemor doing other kinds of mentaltasks. I explain only smallbenefits that can be gainedfrom thinking about my ownthinking.

I describe how I am thinkingwhen I am solving a problemor doing other kinds of mentaltasks. I explain how thinkingabout my thinking helps melearn and helps me improvemy work.

I describe in detail the stepsof my thinking when I amsolving a problem or doingother kinds of mental tasks. Iexplain in detail how thinkingabout my thinking helps meimprove my work and how ithelps me be a better learner.

I plan carefully before I beginto work.

I begin working and just letthings happen as theyhappen. I do not describe thesteps I must take and I do notmake a schedule.

I begin working with onlyunclear goals. I describe fewof the steps I must take toachieve my goals, and I makean incomplete schedule.

I set clear goals and describesome steps I must take toachieve them. I make anduse a schedule.

I set clear goals and describeeach step I must take toachieve them. I make adetailed schedule for eachstep and closely follow theschedule.

I am aware of availableresources that could help mecomplete a task.

As I am working on a task, Iuse resources only if theyhappen to be readilyavailable. I do not use manyresources that are available.

I begin working on a task andlook for resources when Ineed them. This slows mywork because I have to keepstopping to find theresources. When a resourceis not available, I do not findother resources that mighthelp.

I list the most importantresources I might needbefore I start working on atask. I review the resourcesthat are available anddescribe other resourcesthat I may have to find.

I describe in detail all theresources I think I might needbefore I start working on atask. I search for theresources available to meand, if something I need is notavailable, I describe otherplaces I might get this help orinformation. I also predictwhat parts of the task willrequire the use of the mostresources.

I listen to and evaluatefeedback to decide if I needto change my approach to atask.

I don't listen to mostinformation that tells me howI am doing on a task. I refuseto accept information thattells me I should change myapproach to the task.

I listen to information abouthow I am doing only if theinformation is easy to get. If Idon't like the source of theinformation, I don't listen. Idon't like listening to advicefrom others.

I listen to importantinformation about how I amdoing and decide if it will helpme with my task. I changemy approach to the taskwhen the feedback convincesme that what I'm doing isn'tworking. I listen to adviceand decide whether it isuseful.

I find and listen to informationabout how I am doing on atask. I change my approachwhen the feedback convincesme that why I'm doing isn'tworking. I seek advice fromsources I know will give megood information about howmy task is going. I study theinformation, no matter whereit came from, and decidewhether it is useful.

I evaluate how well I amdoing.

I don't try to evaluate howwell I am doing.

I evaluate how well I amdoing, but I use only my ownopinion. I don't describe theeffects of my work and don'texplain how I can learn fromwhat I am doing.

I evaluate how well I am doingand describe the effect mywork has right now. I try tofind out how others wouldevaluate my work. I explainhow I can learn from what Ido well on the task.

I evaluate, in detail, how well Iam doing by looking at myperformance from my ownpoint of view and by makingsure I find out how otherswould evaluate my work. Idescribe the effect my workhas right now and what effectit might have later. I explainhow I can learn from mysuccesses and my failures.

I am accurate in my work. I don't check to make sure myinformation is accurate. Imake little effort to find andcorrect errors.

I try to pay attention to detailsin my work, but miss someimportant ideas. I checksome sources to see if mywork is accurate, but missimportant places I shouldcheck. I miss importanterrors and fail to correctothers.

I pay attention to details whenI work. I check other sourcesto make sure my work isaccurate. I find and correctmajor errors.

I pay close attention todetails. I check every usefulsources to make sure mywork is completely accurate.When I find errors, I quicklycorrect the errors in a waythat improves the value of theentire project.

I am clear in my work. My work has many confusingparts.

My work has some confusingparts that affect the whole.

The most important parts ofmy work are free of anyconfusion.

My work has not confusingparts.

I am open-minded. I understand that otherpeople have ideas differentfrom mine, but I don't payattention to these differentideas.

When I come across ideasthat are different from mine, Itry to understand them.

I try to find ideas that aredifferent from mine andevaluate them to decide ifthey make sense - even whenthe ideas are unusual.

I avoid acting withoutthinking.

I do not evaluate the situationto decide whether I needmore information before I act.

I do only a quick evaluation ofa situation to decide whetherI need more informationbefore I act. When I decidemore information is needed, Ilook for some additionalinformation only when it iseasy to obtain.

I evaluate a situation todecide if I need moreinformation before I act.When I decide moreinformation is needed, I lookfor that information.

I evaluate a situationcarefully and seek advicefrom other sources to decidewhether I need moreinformation before I act.When I decide moreinformation is needed, I lookfor sources that might helpand study them to findimportant information.

I state my ideas or opinion ifthe issue or situationwarrants it.

I state my ideas or opinion ina way that is harmful to thesituation. I cannot supportmy ideas or opinion.

I state my ideas or opinionabout an issue whencomments are not reallyneeded. My comments maysimply repeat what hasalready been said or I maynot clearly explain thereasons for my ideas oropinion.

I state my ideas or opinionabout an issue or situationwhen I believe I can giveimportant support to a way oflooking at the issue orsituation. I explain thereasons for my ideas oropinion.

I state my ideas or opinionabout an issue or situationwhen I believe I can shedlight on the issue or situation.I give important informationand provide a valuable andnew way of looking at theissue or situation. I explainthe important information thatsupports my ideas oropinions.

I am sensitive to the feelings,knowledge, and abilities ofothers.

I don't communicate well withpeople who have differentfeelings, knowledge, andabilities. In fact, Icommunicate that I don't careabout their differences.

I try but I don't reallyunderstand the differentfeelings, knowledge, andabilities of others well enoughto communicate effectivelywith them. I do little toencourage others to showrespect for these differences.

I communicate well withpeople who have differentfeelings, knowledge, andabilities. I encourage peopleto show respect for thefeelings, knowledge, andabilities of others.

I evaluate situations to makesure I understand thefeelings, knowledge, andabilities of others. I use thisunderstanding when Icommunicate, and Iencourage people to showrespect for the differentfeelings, knowledge, andabilities of others.

I work hard on tasks evenwhen the answers orsolutions are difficult to find.

I give up quickly on difficulttasks.

I try to complete tasks whenthe answers or solutions aredifficult, but I give up when Ihave to try too hard. I don'thave good techniques forkeeping myself on task.

I show that I don't give upwhen I am trying to find theanswers or solutions. I keepmyself on task.

I show that I will not give up,no matter how difficult it is tofind the answers or solutions.I evaluate how hard I amtrying and I use a variety oftechniques to keep myself ontask.

I push myself to try thingsthat I'm not sure I can do.

I avoid tasks that I'm not sureI can do.

I try tasks that are given tome even when I'm not sure Ican do them, but I give upbefore I accomplish them orbefore I have learned fromthem.

I try tasks that are given tome even when I'm not sure Ican do them, and I stick withthem until I've accomplishedthem or until I have learnedall I can.

I look for tasks that I'm notsure I can do and stick withthem until I've accomplishedthem or until I have learnedall I can.

I create, trust, and usestandards for evaluating myown work.

I do not create standards forevaluating my own work.

I create and trust standardsfor evaluating my own work,but I don't make sure my finalproduct meets thosestandards.

I create and trust standardsfor evaluating my own work. Imake sure my final productmeets those standards.

I create and trust standardsfor evaluating my own work.The standards I set are highenough to make me producesomething of high quality. Imake sure my final productmeets those standards.

I find new ways of looking atsituations that are differentfrom the usual ways in whichpeople look at them.

I look at a situation in onlyone way, and that way is oneof the most common. I don'tlook further, even when it isclear that it would be helpfulto do so.

I describe different ways oflooking at a situation, but myideas are common.

I find a variety of ways oflooking at a situation andevaluate how useful they are.Some of the ways I find arenew and different.

I use time and resourcescreatively to find as manyways as possible to look at asituation. I evaluate theseways to see how useful theymight be. My ways are verydifferent from the ways ofothers, but often they aremore useful.

Rubrics for Life-long Learning Skills/BehaviorLevel 1 Level 2 Level 3 Level 4

Effort/Participation The student refuses toengage in classroomactivities and discussions.

The student participates inclassroom activities anddiscussions only whenrequired to do so or whenthe request involves someform of explicit or impliedthreat.

The student participates inclassroom activities anddiscussions when asked.

The student participates inclassroom activities anddiscussions without beingasked.

Behavior The student refuses tofollow classroom rules andprocedures.

The student followsclassroom rules andprocedures only whenrequired to do so or whenthe request involves strongurging or even someexplicit or implicit threat.

The student followsclassroom rules andprocedures whenreminded or cued.

The student followsclassroom rules andprocedures with beingreminded or cued.

Work Ethic/Assignments The student is not punctualin turning in assignmentsand does not meet thestated requirementsrelative to neatness andadherence to conventions.

The student is not punctualin turning in assignmentsor does not meet thestated requirementsrelative to neatness andadherence to conventions.

The student is punctual inturning in assignments andmeets the statedrequirements relative toneatness and adherence toconventions.

The student is punctual orearly turning inassignments and goesbeyond the statedrequirements relative toneatness and adherence toconventions.

Working In Groups The student refuses towork toward theattainment of group goals.

The student works towardthe attainment of groupgoals only when requiredto do so or when therequest involves strongurging or even someexplicit or implicit threat.

The student works towardthe attainment of groupgoals when asked or cued.

The student works towardthe attainment of groupgoals without being asked.

SAMPLE COPY BOXLevel 1 Level 2 Level 3 Level 4