HS Success Skills


(CT) Critical Thinking

BPS-HS.4Cs.CT.01

Under Development

4Cs CT imageCritical 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  
  
  • Shows an impressive level of depth of understanding of the problem, investigation, or challenge.
  • Shows an impressive level of depth of understanding of the audience for the solution to the problem, including expectations for and constraints on the solution.
  • Generates thought-provoking inquiry questions. Carefully phrases questions in an effort to influence the depth, quality, and value of the information they will obtain through investigation. The quality of questions allows for in-depth inquiry.
P Proficient
-
 

"The Standard"

  • Clearly defines the problem, investigation, or challenge; continuously seeks clarity and understanding.
  • Identifies inquiry questions clearly and precisely; engages in an open-ended thinking process to develop an initial set of questions related to the problem, investigation, or challenge; refines the initial set of questions; and identifies a key question or prioritized set of questions on which to focus. Questions provide a solid foundation for inquiry.
  • Selects information that is sufficient in terms of its quantity, diversity, and relevance to inquiry questions.
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 inquiry questions, but questions are limited and provide a framework for limited inquiry.
  • Is beginning to select information, but needs assistance to find information that is sufficient to answer the scope of inquiry questions.
N Novice -
 
  • Shows an inability to grasp the problem, investigation, or challenge; rarely seeks clarity and understanding.
  • Formulates questions that are unclear and/or easily answered and do not provide a foundation for inquiry.
  • Attempts to select information to answer inquiry questions, but is unable to find the right information.

 

 

Resources

Link to District Rubric


BPS-HS.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  
  
  • Expertly and appropriately selects, categorizes, and classifies a wide variety of information (e.g., significant experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures, and/or criteria) related to the topic.-Provides a well-developed examination of the evidence and sources of evidence; always questions the accuracy, precision, relevance, and completeness of information.
  • Accurately detects and evaluates the strength of arguments by raising questions or objections, or pointing out fallacies. Often identifies the extent to which possible additional information might strengthen or weaken an argument.
P Proficient
-
 

"The Standard"

  • Compares and classifies information accurately; almost always identifies characteristics that create meaningful comparisons.
  • Evaluates the accuracy and relevance of information and the strengths of arguments, with no significant errors.
A Approaching Proficiency
-
 
  • Is beginning to create simple criteria to compare and classify information; makes limited comparisons that are meaningful.
  • Is beginning to evaluate the accuracy and relevance of information; makes limited comments regarding the strengths of arguments.
N Novice -
 
  • Identifies criteria and creates categories for information that attend to trivial aspects of the items, or items that cannot be accurately compared or classified. Makes significant errors in identifying similarities, differences and categorization of items.
  • Detects arguments rarely; inaccurately evaluates the strength of claims.
  • Ignores explicit and implicit points of disagreement; rarely identifies evidence that supports or undermines a particular claim.

 

Resources

Link to District Rubric


BPS-HS.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  
   
  • Demonstrates complete understanding and appropriate use of inductive and deductive reasoning as appropriate to the situation:
    • Inductive—Draws conclusions that reflect clear and logical links between the information or observations and the interpretations made from them.
    • Deductive—Demonstrates an understanding of the generalizations or principles that is not only accurate but provides a unique perspective on the topic.
  • Draws logical conclusions that are not immediately obvious; explains the rationale for conclusions through sophisticated and often original uses of inductive and/or deductive reasoning..
P Proficient
-
 

"The Standard"

  • Offers generalizations that relate in a significant way to the problem, investigation, or challenge.
  • Presents logical conclusions regarding how to solve the problem, meet the challenge, answer the question, etc. that illustrate substantial understanding.-Provides explanations that are generally clear, citing sufficient evidence for conclusions drawn.
  • Demonstrates ethical reasoning and judgment by clearly sharing perspectives on why the proposed course of action is morally the best decision.
A Approaching Proficiency
-
 
  • Is beginning to show understanding of generalizations related to the problem, investigation, or challenge by articulating examples, but is unable to create his/her own accurate generalizations.
  • Presents conclusions regarding how to solve the problem, meet the challenge, answer the question, etc., that illustrate partial understanding.
  • Provides explanations that lack clarity, citing partial evidence for conclusions drawn.
  • Explanation includes a perspective on why the proposed course of action is morally the best decision, but lacks clarity.
N Novice -
 
  • Is unable to show understanding of generalizations related to the problem, investigation, or challenge by articulating examples; makes erroneous generalizations.
  • Presents conclusions regarding how to solve the problem, meet the challenge, answer the question, etc., that illustrate serious misconceptions.-Provides explanations for conclusions drawn that are unclear and impossible to follow; fails to provide evidence for conclusions drawn.
  • Explanation lacks a perspective on why the proposed course of action is morally the best decision.

 

Resources

Link to District Rubric


BPS-HS.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  
   
  • Applies tools of systems thinking (e.g., iceberg, ladder of inference, systems archetypes, reinforcing/balancing feedback loops, systems archetypes, or behavior-over-time graphs) to understand complexity, interdependence, change, and leverage that are appropriate for the task.
  • Almost always identifies a variety of unique solutions to the problem, often by using both convergent and divergent thinking:
    • Convergent—follows a clear line of logical steps to select a specific option or options that will solve the problem.
    • Divergent—generates multiple options for solving a problem.-Clearly identifies criteria by which solutions will be assessed. Provides a thorough, fully developed assessment of each solution based upon the criteria. Shows an impressive level of depth of understanding by comparing and contrasting the alternatives to provide unique insights into the problem and solution.
  • Engages in effective, thorough trials of a wide variety of proposed solutions to develop and demonstrate an in-depth understanding of the problem and ways to address it.
P Proficient
-
 

"The Standard"

  • Accurately and clearly analyzes and describes how parts of a whole interact with each other to produce overall outcomes in complex systems, and how systems effectively interact with each other.
  • Identifies a sufficient number of plausible solutions to the problem, answers to the question, or approaches to meet the challenge.
  • Analyzes, with precision and accuracy, the relative effectiveness of proposed solutions or approaches. Uses relevant criteria to eliminate ineffective solutions or approaches and select those that are plausible.
A Approaching Proficiency
-
 
  • Describes how parts of a whole interact with each other to produce overall outcomes in systems, and how systems effectively interact with each other, but explanation indicates a minimal understanding.
  • Is learning how to identify plausible solutions to the problem, answers to the question, or approaches to meet the challenge, but provides limited options that show minimal understanding.
  • Analyzes the relative effectiveness of proposed solutions or approaches, but the process is not sufficiently thorough and shows minimal insight.
  • Uses criteria to eliminate ineffective solutions or approaches, but criteria are a little vague and produce some options that are not plausible.
N Novice -
 
  • Describes systems inaccurately or in overly simplified, obvious terms that inhibit understanding of the problem or task.
  • Demonstrates limited understanding of how and when to use tools of systems thinking to organize or make connections between pieces of information.
  • Often presents solutions, answers, or approaches that do not address the problem, question, or challenge directly.
  • Uses illogical methods for determining relative value of alternatives; solutions or approaches are presented with little to no consideration of their strengths and weaknesses.
  • Identifies few or no criteria that are relevant to the selection of a solution or approach.

 

Resources

Link to District Rubric


BPS-HS.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  
   
  • Through presentation of important details, facts, and concepts, clearly expresses results of one’s reasoning through cogent arguments that are well-supported by evidence.
  • Considers what evidence is missing and how it should affect an evaluation of the claim.
  • Provides careful and reasoned qualifications or restrictions for the claim in such a way that the argument provides a unique perspective on the claim.
P Proficient
-
 

"The Standard"

  • Provides a claim that clearly articulates an opinion; clearly explains the reasoning for claims. Cites a sufficient quantity of relevant evidence to support most claims.
  • Presents a clear and sufficient treatment of most available evidence relating to the argument; clearly and convincingly addresses counter arguments.
A Approaching Proficiency  
-
 
  • Provides a claim that may be stated unclearly; is beginning to explain the reasoning for claims. Descriptions are somewhat convincing, but lack clarity.
  • Cites evidence to support argument, but provides an insufficient quantity to provide a strong justification.
  • Provides a minimal treatment of some of the evidence related to the claim; acknowledgement of counter arguments is present, but not clear enough to support the claim.
N Novice -
 
  • Provides simplistic arguments with scant descriptions of claims to show reasoning.=Arguments are based on evidence that is inadequate or unstated.
  • Presents arguments with little or no explanation or justification for claims.

 

Resources

Link to District Rubric


BPS-HS.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  
   
  • Nearly always accurately identifies all errors in the information or process.
  • Always analyzes and evaluates one’s own cognitive skills with a view toward questioning and/or validating one’s reasoning and results.
  • Accurately judges the extent to which one’s thinking is influenced by deficiencies in knowledge, stereotypes, prejudices, emotions, or any other factors that constrain one’s objectivity or rationality. Work is always unbiased, fair-minded, thorough, and objective.
  • Designs reasonable procedures to remedy or correct, if possible, any mistakes and their causes.
P Proficient
-
 

"The Standard"

  • Frequently identifies and corrects errors in the process.
    • Often analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy.
      (Does the student openly explore alternative points of view? Show open-mindedness and flexibility? Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/her thinking is improving over time? Reflect about the amount of support that he/she needs during the critical thinking process?)
  • Often identifies factors that affect one’s objectivity or rationality.
  • Rarely makes significant errors in reviewing one’s own performance. 
A Approaching Proficiency
-
 
  • Is beginning to show the ability to identify errors in the process, but needs support in correcting the problem or identifying a new course of action.=Sometimes analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy.
    (Does the student openly explore alternative points of view? Show open-mindedness and flexibility? Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/her thinking is improving over time? Reflect on the amount of support that he/she needs during the critical thinking process?)
  • Sometimes identifies factors that affect one’s objectivity or rationality.
  • Is beginning to review one’s own performance, but review shows errors in self-reflection. 
N Novice -
 
  • Often identifies errors in the process, and how to fix them, incorrectly.
  • Rarely analyzes and questions one’s own thinking, reasoning, and critical thinking dispositions with accuracy. (Does the student openly explore alternative points of view? Show open-mindedness and flexibility?
  • Continuously seek clarity and understanding? Use precision and thoroughness? Dedicate enough time and effort to thinking? Assess whether the quality of his/her thinking is improving over time? Reflect on the amount of support that he/she needs during the critical thinking process?)
  • Displays significant biases that prevent an objective perspective.
  • Rarely questions and/or evaluates one’s own reasoning and cognitive skills; makes regular errors in reviewing performance. 

 

Resources

Link to District Rubric