MS Success Skills


(CT) Critical Thinking

BPS-MS.4Cs.CT.01

Under Development

Critical Thinking

Information and Discovery

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Provides a thorough description of the problem, investigation, or challenge; explains why the inquiry is relevant and necessary.
  • Generates powerful questions closely related to the problem, investigation, or challenge (i.e., open-ended; requiring deep thought).
  • Uses advanced searches effectively. Gathers relevant information from multiple trustworthy sources.
P Proficient
-
 

"The Standard"

  • Clearly defines the problem, investigation, or challenge; continuously seeks clarity and understanding.
  • Creates additional questions related to the problem, investigation, or challenge. Effectively refines and improves questions and identifies a key question or set of questions to investigate.
  • Conducts efficient research and gathers relevant information from multiple sources; effectively assesses the credibility and accuracy of each source.
A Approaching Proficiency
-
 
  • Defines the problem, investigation, or challenge, but explanation lacks clarity; seeks clarity and understanding at times, but sometimes moves forward without sufficient understanding.
  • Is beginning to formulate clear questions, but questions are limited and are sometimes not closely related to the problem, investigation, or challenge. Somewhat effectively, refines and improves questions and identifies a key question or a prioritized set of questions on which to focus.
  • Conducts research and gathers information from a limited number of sources; somewhat effectively selects relevant, trustworthy information.
N Novice -
 
  • Shows an inability to grasp the problem, investigation, or challenge; rarely seeks clarity and understanding.
  • Creates a small number of questions connected to the problem, investigation, or challenge, but questions are unclear. Student is building the foundation to refine and improve questions and to identify a key question or prioritized set of questions on which to focus.
  • Attempts to gather information from sources, but information is very limited or is not relevant to the inquiry questions.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.02

Under Development

Critical Thinking

Interpretation and Analysis

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Integrates information from a large number of sources on the inquiry topic to build background knowledge.
  • Thoroughly evaluates sources’ points of view and detects bias, when present; clearly analyzes how sources address conflicting viewpoints.
  • Shows openness or ability to look at information from different viewpoints, even viewpoints that challenge his/her point of view.
  • Thoroughly and accurately assesses and describes arguments and claims provided by sources. Assesses whether the reasoning is sound, if the evidence is helpful to the argument, and if a sufficient amount of evidence is provided; identifies false statements.
P Proficient
-
 

"The Standard"

  • Integrates information from multiple sources on the inquiry topic to build background knowledge, with independence. Accurately determines sources’ points of view and analyzes how the sources address conflicting viewpoints. Clearly explains the difference between his/her point of view and that of sources. Is laying the foundation to thoroughly and accurately assess and describe arguments and claims provided by sources. Assesses whether the reasoning is sound, if the evidence is helpful to the argument, and if a sufficient amount of evidence is provided. Consistently recognizes when irrelevant (i.e., unrelated; unimportant) evidence is introduced.
A Approaching Proficiency
-
 
  • With support, integrates information from a limited number of sources on the inquiry topic to build background knowledge.
  • Is beginning to describe sources’ points of view, but struggles to analyze how the sources address conflicting viewpoints.
  • Explains the difference between their point of view and that of sources, but explanation is somewhat unclear.
  • Provides a basic assessment of the argument and claims presented by sources, but is unable to assess whether the reasoning is sound, if the evidence is helpful to the argument, or if a sufficient amount of evidence is provided.
  • Is beginning to recognize when irrelevant (i.e., unrelated, unimportant) evidence is introduced.
N Novice -
 
  • Builds background knowledge from a single or very limited number of sources.
  • Shows an understanding of the concept of point of view; is building a foundation to describe sources’ points of view.
  • Explains point of view; is building a foundation to explain the difference between their point of view and that of sources.
  • Shows understanding of the components of an argument; is building a foundation to provide a basic assessment of the argument and claims presented by sources.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.03

Under Development

Critical Thinking

Reasoning

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Explains assumptions (what student believes, but has not proven) about the problem, investigation, or challenge; justifies assumptions with sensible evidence.
  • Draws deep inferences from the inquiry experience.
  • Demonstrates ethical reasoning and judgment by clearly sharing perspectives on why the proposed course of action is morally the best decision.
P Proficient
-
 

"The Standard"

  • Clearly explains and justifies assumptions (what student believes, but has not proven) about the problem, investigation, or challenge.
  • Consistently makes clear inferences from the inquiry experience.
A Approaching Proficiency
-
 
  • Explains assumptions (what student believes, but has not proven) about the problem, investigation, or challenge, but explanation is somewhat unclear and does not include supportive details.
  • Is beginning to show ability to describe inferences from the inquiry experience, but inferences are somewhat insignificant.
N Novice -
 
  • Defines “assumption”; is building a foundation to explain assumptions (what student believes, but has not proven) about the problem, investigation, or challenge.
  • Defines “inference”; is building a foundation to draw inferences from the inquiry experience.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.04

Under Development

Critical Thinking

Problem Solving / Solution Finding

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Ideas about how to best solve the problem, meet the challenge, or answer the inquiry question are very convincing.
  • When using systems thinking in problem solving, defines if the system is in equilibrium or is changing; explains how the system interacts with another system.
  • Tests ideas with patience, precision, and accuracy; Carefully assesses outcome and draws logical conclusions about next steps.
P Proficient
-
 

"The Standard"

  • Clearly explains ideas about how to best solve the problem, meet the challenge, or answer the inquiry question; clearly describes why their ideas make sense.
  • Uses systems thinking in problem solving. Describes the function of the whole system, describes the subsystems, and describes how a change in the subsystems influences the entire system.
  • Tests ideas. With little assistance, assesses and clearly describes the outcome and decides if a new solution is necessary.
A Approaching Proficiency
-
 
  • Shares ideas about how to best solve the problem, meet the challenge, or answer the inquiry question, but the explanation is somewhat unclear.
  • Uses systems thinking in problem solving. Describes the function of the whole system; names all of the parts; and describes the function of each part and predicts what would happen if a part is missing, but is unable to describe the subsystems.
  • Tests ideas. With assistance, assesses the outcome, but the explanation may be somewhat unclear. Is beginning to show ability to assess results and decide if a new solution is necessary.
N Novice -
 
  • Is hesitant to share ideas about how to best solve the problem, meet the challenge, or answer the inquiry question.
  • Is beginning to use systems thinking in problem solving. Describes the function of the whole system; names all of the parts; and describes the function of each part, but is unable to predict what will happen if a part is missing.
  • Shows an inability to test ideas, assess the outcome, and decide if a new solution is necessary.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.05

Under Development

Critical Thinking

Constructing Arguments

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • States opinion about inquiry question in a very articulate, convincing way.
  • Independently gathers proof (evidence) from sources to support opinion; gathers very accurate, correct, credible, and trustworthy sources.
  • Very persuasively, articulately, and clearly compares and contrasts personal opinion from differing opinions.
  • Organizes reasons and evidence in a very well-organized, logical order.
P Proficient
-
 

"The Standard"

  • Clearly states opinion about inquiry question.
  • With little assistance, gathers proof (evidence) from sources to support opinion; uses accurate, correct, credible, and trustworthy sources to support opinion.
  • Clearly compares and contrasts personal opinion from differing opinions.
  • With minimal support, clearly organizes reasons and evidence and recognizes opposing claims.
A Approaching Proficiency
-
 
  • States opinion about inquiry question, but explanation is somewhat unclear.
  • With assistance, gathers proof (evidence) from sources to support opinion, but proof is somewhat weak; sources are at times inaccurate or not trustworthy.
  • Compares and contrasts personal opinion from differing opinions, but explanation is somewhat unclear.
  • Is beginning to show ability to organize reasons and evidence and recognize opposing claims, with support.
N Novice -
 
  • Restates facts rather than stating actual opinion about the inquiry question.
  • Defines “proof”; is building a foundation to gather proof from sources to support opinion.
  • Is beginning to explain the opinion of sources; is building a foundation to compare and contrast personal opinion from differing opinions.
  • Defines “reason,” “evidence,” and “opposing claim”; is building a foundation to organize reasons and evidence to support opinion and recognize opposing claims.

 

Resources

Link to District Rubric


BPS-MS.4Cs.CT.06

Under Development

Critical Thinking

Self-Regulation / Reflection

  • Collect, assess and analyze relevant information.
  • Reason effectively. Use systems thinking.
  • Make sound judgments and decisions.
  • Identify, define and solve authentic problems and essential questions.
  • Reflect critically on learning experiences, processes and solutions.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Consistently monitors his/her thought process and clearly articulates strengths and weaknesses in thinking during the inquiry experience.
  • Recognizes and articulates his/her egocentric thinking, when practiced, as well as egocentric thinking on the part of others.
P Proficient
-
 

"The Standard"

  • Clearly explains the critical thinking skills assessed in the unit in his/her own words.
  • Monitors his/her thought process and articulates or describes strengths and weaknesses in thinking during parts of the inquiry experience.Describes how assumptions impacted the ability to think critically in the investigation.
  • Describes how inferences were helpful in the investigation.
  • Describes how his/her points of view compare and contrast with other points of view explored during the inquiry experience.
  • Shows awareness of how the ability to recognize and analyze points of view impacted the critical thinking process.
  • Often assesses one’s own critical thinking dispositions with accuracy. (Does the student continuously seek clarity and understanding? Use accuracy and detail? Dedicate enough time and effort to thinking? Reflect on the amount of support needed during the critical thinking process?)
A Approaching Proficiency
-
 
  • Explains the critical thinking skills assessed in the unit in his/her own words, but explanation is somewhat unclear.
  • Is beginning to show ability to monitor his/her thought process and articulate or describe perceived strengths and weaknesses in thinking during the inquiry experience, but is unable to describe how assumptions impacted the ability to think critically in the investigation.
  • Describes how inferences were helpful in the investigation, but explanation is somewhat unclear.
  • Describes how his/her points of view compare and contrast with other points of view explored during the inquiry experience, but explanation is somewhat unclear.
  • Is beginning to show awareness of how the ability to recognize and analyze points of view impacted the critical thinking process, but description is somewhat unclear.
  • Sometimes assesses one’s own critical thinking dispositions with accuracy. (Does the student continuously seek clarity and understanding? Use accuracy and detail? Dedicate enough time and effort to thinking? Reflect on the amount of support needed during the critical thinking process?)
N Novice -
 
  • Shows understanding that there are critical thinking skills, and that with practice, students can improve these skills. Is building a foundation to define the critical thinking skills assessed in the unit in his/her own words.
  • Shows an inability to monitor his/her thought process and articulate or describe strengths and weaknesses in thinking during the inquiry experience.
  • Describes personal point of view and the points of view explored during the inquiry experience. Is building a foundation to describe how his/her points of view compare and contrast with other points of view explored during the inquiry experience.
  • Shows an inability to show awareness of how the ability to recognize and analyze points of view impacted the critical thinking process.
  • Rarely assesses one’s own critical thinking dispositions with accuracy. (Does the student continuously seek clarity and understanding? Use accuracy and detail? Dedicate enough time and effort to thinking? Reflect on the amount of support needed during the critical thinking process?)

 

Resources

Link to District Rubric