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iRubric: Critical Thinking, Inquiry and Analysis VALUE Rubric

iRubric: Critical Thinking, Inquiry and Analysis VALUE Rubric

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Critical Thinking, Inquiry and Analysis VALUE Rubric 
Critical Thinking, Inquiry and Analysis VALUE Rubric
Use with final case based project
Rubric Code: CXC983W
By chase123
Ready to use
Public Rubric
Subject: Medical  
Type: Project  
Grade Levels: Undergraduate, Graduate

Powered by iRubric Critical Thinking VALUE Rubric
  Exceptional

4 pts

Very Good

3 pts

Acceptable

2 pts

Unacceptable

1 pts

Explanation of issues

Exceptional

Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.
Very Good

Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.
Acceptable

Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.
Unacceptable

Issue/problem to be considered critically is stated without clarification or description.
Existing Knowledge, Evidence, Resea

Exceptional

Synthesizes in-depth information from relevant sources representing various points of view/approaches. Viewpoints of experts are questioned thoroughly.
Very Good

Presents in-depth information from relevant sources representing various points of view/approaches. Viewpoints of experts are subject to questioning.
Acceptable

Presents information from relevant sources representing limited points of view/approaches. Viewpoints of experts are taken as mostly fact, with little questioning.
Unacceptable

Presents information from irrelevant sources representing limited points of view/approaches. Viewpoints of experts are taken as fact, without question.
Design Process

Exceptional

All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant subdisciplines.
Very Good

Critical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for.
Acceptable

Critical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused.
Unacceptable

Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework.
Analysis

Exceptional

Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.
Very Good

Organizes evidence to reveal important patterns, differences, or similarities related to focus.
Acceptable

Organizes evidence, but organization is not effective in revealing important patterns, differences, or similarities.
Unacceptable

Lists evidence, but it is not organized and/or is unrelated to focus.
Conclusions and outcomes

Conclusions and related outcomes (implications and consequences)
Exceptional

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Very Good

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.
Acceptable

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.
Unacceptable

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.
Limitations and Implications

Exceptional

Insightfully discusses in detail relevant and supported limitations and implications.
Very Good

Discusses relevant and supported limitations and implications.
Acceptable

Presents relevant and supported limitations and implications.
Unacceptable

Presents limitations and implications, but they are possibly irrelevant and unsupported.



Keywords:
  • Critical thinking, Ambiguity, Assumptions, Context, Literal meaning, Metaphor



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