Thinking and Reasoning Skills Rubric                                

Name: _________________ Teacher: liping zheng
Date: 12/05/2012 Class: 1 hour
Description: This rubric will help assess a student's thinking and reasoning skills.

Marzano, Robert J. (2000). Transforming Classroom Grading. Alexandria, VA: Association for Supervision and Curriculum Development.

Copyright 2000, McREL. Used by permission of McREL.

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Comparing & Contrasting The student includes all important characteristics on which the items should be compared or contrasted. The student includes the most important but not all characteristics on which the items should be compared or contrasted. The student excludes some critical elements on which the items should be compared or contrasted. The student uses trivial elements to compare or contrast the items. No judgment can be made.
Classifying The student organizes the items into meaningful categories and describes the defining characteristics of each category. The student organizes the items into meaningful categories but does not thoroughly describe the defining characteristics of the categories. The student organizes the items into categories that are not very meaningful but address some of the important characteristics of the items. The student organizes the items into categories that are illogical or trivial. No judgment can be made.
Analyzing Relationships The student identifies the main (superordinate) pattern running through the information along with all minor (subordinate) patterns. The student identifies the main (superordinate) pattern running through the information. The student addresses some of the features of the main (superordinate) pattern running through the information but excludes some critical aspects. The student does not address the main (superordinate) pattern running through the information. No judgment can be made.
Argumentation The student provides a well-articulated and detailed argument containing no errors in logic. The student provides a well-articulated but not detailed argument containing no errors in logic. The student presents an argument that makes a point but is not well articulated or contains some significant errors in logic. The studentís argument makes no clear point or has so many errors in logic that it is invalid. No judgment can be made.
Decision Making The student uses relevant criteria to select the most appropriate option. The student explains why the option selected is the most appropriate. The student uses relevant criteria to select the most appropriate option but does not completely explain why the option selected is the most appropriate. The student uses criteria that are related to the situation but not the most relevant, or the student selects an option that is not the most appropriate given the criteria. The student uses criteria that are unrelated to the situation. No judgment can be made.