Jane S. Halonen
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Paul, R. W., & Elder, L. (2002). Critical thinking: Tools for taking charge of your professional and
personal life. Upper Saddle River, NJ: Prentice Hall.
Puccio, P. (January 2, 2006). Undergraduate psychology major competencies: Start to finish and
everything in-between. Symposium presented at National Institute for the Teaching of
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Trice, A. (2000). A handbook of classroom assessment. New York: Longman.
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and general education. San Francisco: Jossey-Bass.
Appendix 1: Generic Rubrics for Possible Critical
Thinking Outcomes (University of West Florida
Academic Foundations, 2005)
Analysis/Evaluation Exceeds Meets Fails
Applies discipline-based concepts and frameworks
Asks relevant and helpful questions
Develops evidence-based arguments
Applies discipline-based criteria to make informed
judgments
Synthesizes appropriate diverse information sources
Accurately assesses quality of higher order skill
Problem Solving Exceeds Meets Fails
Defines problem appropriately
Develops discipline-based strategies to solve problem
Provides rationale for selection of most promising
strategy
Successfully applies selected strategy
Evaluates quality of solution and revises appropriately
Creativity Exceeds Meets Fails
Describes traditional approaches
Produces novel response
Explains unique contribution
Identifies relevant criteria for evaluating success
Assesses quality of creative response accurately