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Critical Inquiry ULO Rubric

Critical Inquiry

Engage in effective critical inquiry by defining problems, gathering and evaluating evidence, and determining the adequacy of argumentative discourse.

Rubric

Downloadable Version: Critical Inquiry ULO Rubric

CRITERIA4
Exemplary Work		3
Good Work		2
Developing Work		1
Unsatisfactory Work
1
Articulating the
Problem/Question/Issue		Clearly identifies and
describes the problem;
explains how it fits within the
discipline’s sphere of inquiry;
describes multiple candidate
approaches to addressing it.		Clearly identifies and
describes the problem;
evidences general under-
standing of how it fits within
discipline’s sphere of inquiry.		Identifies but does not clearly
describe the problem; unable
to explain how it fits within
discipline’s sphere of inquiry.		Unable to identify the
problem; evidences little or no
understanding of discipline’s
sphere of inquiry.
2
Collecting and Organizing
Evidence/Data/Reasons		Adheres to and clearly
explains/justifies disciplinary
best practices with respect to
thoroughness and accuracy of
data collection (examples:
literature review, fieldwork,
surveys, experimental
procedures).		Reliably adheres to and able to
articulate disciplinary best
practices, but isn’t able to clearly explain/justify them.		Collects and organizes minimal
data in accordance with
disciplinary best practices;
able to articulate but unable to
explain/justify them.		Unable to articulate
disciplinary best practices;
little or no attempt to collect
and organize data in
accordance with them.
3
Evaluative Reasoning		Accurately diagnoses failures
of reasoning and clearly
distinguishes different grades
of reasoning quality according
to discipline-specific
evaluative standards.		Reliably distinguishes
adequate reasoning from
inadequate reasoning and
evidences general compre-
hension of discipline-specific
evaluative standards.		Occasionally distinguishes
adequate reasoning from
inadequate reasoning, but in
such cases cannot articulate
discipline-specific evaluative
standards.		Evidences little appreciation of
distinction between adequate
and inadequate reasoning, as
determined by discipline-
specific evaluative standards.
4
Demonstrative Reasoning		Makes effective use of
evidence and principles to
produce chains of reasoning
that are of superior quality, as
determined by discipline-
specific evaluative standards.		Reliably uses evidence and
principles to produce cogent
chains of reasoning, but these
are sub-superior, as
determined by discipline-
specific evaluative standards.		Occasionally makes use of
evidence and principles to
produce sub-superior chains of
reasoning, , as determined by
discipline-specific evaluative
standards.		Is unable to make use of
evidence and principles to
produce even simple chains of
acceptable reasoning, as
determined by discipline-
specific evaluative standards.