Documentos de Académico
Documentos de Profesional
Documentos de Cultura
(1-9 pts.)
(10-16 pts.) (17-20 pts.) (22-25 pts.)
1- Beginning
2- Developing (correct, 3- Competent (accurate, 4 - Accomplished (precise,
(inaccurate,inappropriate,
appropriate, dualistic, relevant, multiplistic, insightful, balanced,
singular, illogical,
reasonable, consistent) logical, coherent) perceptive, and unified)
fragmented)
¡
Does alJ or almost all of Does many or most of the Does many or most of the Does all or almost all of
the following: following: following: the following:
1.Copies information 1.Reports information 1. Presents information 1.lnterprets information
(data, ideas¡ or concepts) (data, ideas, or concepts) (data, ideas, or concepts) (data, ideas, or concepts)
often inaccurately, in familiar contexts with accurately and accuratelyI appropriately,
¡ncompletely, or omits minor inaccuracies, appropriately in familiar and in-depth in new
relevant information irrelevancíes, or omissions contexts contexts
3. Names a single solution, 3.ldentifies simple 3. Describes two or more 3. Explain-accurately and
position, or perspective, solutions, over-simplified solutions, positions, or thoroughly-multiple
often inaccurately, or fails positions, or perspectives perspectives accurately solutions, positions, or
to present a 50lution, with only minor perspectives that balance
position, or perspective inaccuraaes 4.0rganizes a conclusion opposing points ofview
or solution that is
4.Attempts a conclusion 4.0ffers an abbreviated complete" logical, and 4. Creates a detailed
or solution that is conclusion or simple consistent with evidence conclusion or complex
¡nconsistent with evidence solution that is mostly presented solution that is complete,
presented, that is iIIogical, consistent with the well-supported, logically
or om its a conclusion or evidence presented, with 5.Connects ideas or consistent, and often
50lution altogether minor inconsistencíes or develops solutions in a unique
omissions clear and coherent order Integrates ideas or
5.lists ideas or expresses develops solutions that
solutions in a fragmentary 5.Arranges ideas or are exceptionally cle~r,
manner, without a clear or solutions into a simple coherent, and cohesive
coherent order pattern
I
Ob.ietivos Desempeño
Criterios Excelente 7 Competente 6-5 Pobre o En progreso Deficiente o Iniciado
4-3 2-1
Objetivo o Hipótesis Formula clara y Logra parcialmente la A penas logra la N o logra formular
Formular adecuadamente la formulación de la formulación de la claramente la hipótesis
apropiadamente la hipótesis de trabajo o el hipótesis de trabajo o el hipótesis de trabajo o el de trabajo o el problema,
hipótesis de trabajo o el problema, la pregunta, el problema, la pregunta, el problema, la pregunta, el la pregunta, el asunto
problema, la pregunta, el asunto que va a asunto. Algunos asunto. Algunos que va a desarrollar o
asunto que va a desarrollar o demostrar aspectos de la aspectos de la demostrar
desarrollar o demostrar. en todos sus aspectos. formulación son formulación son
confusos. Detalles incorrectos. Faltan Comentarios:
importantes se presentan detalles importantes.
superficialmente.
Comentarios:
Comentarios:
Comentarios:
I
Conclusión o Síntesis Elabora clara y Logra parcialmente la Apenas logra la No logra elaborar
Elaborar conclusiones adecuadamente elaboración de elaboración de conclusiones que
que corresponden a los conclusiones que conclusiones que conclusiones que corresponden a los
argumentos que se han corresponden a los corresponden a los corresponden a los argumentos que se han
desarrollado y a las argumentos que se han argumentos que se han argumentos que se han desarrollado y a las
evidencias que se han desarrollado y a las desarrollado y a las desarrollado y a las evidencias que se han
presentado. evidencias que se han evidencias que se han evidencias que se han presentado.
presentado. presentado. presentado.
Comentarios:
Comentarios: Comentarios:
~.
Holistic
Critica} Thinking
Scoring Rubric
(e) 1994. Petef :-\.. FaeiOl1e. ::\oreen C. Faeione. and TIle Califomia Aeadelllie Pre$~. ::: 17 La Cruz ASe.. ::"Iillbl'ae. CA. 94030.
Permission is hereby granted ro stl.1dents, fael.llty, staff. or admmistrators at publie or nonpro!}t educational instítutiol1s tor unlimited duplieatioJ of the
critica! rhink1n\! 5eOlÍllg: l1.1blic, rating: 1011.n, or instl1.lctiOll!!fohel'ein fur local teachm\!. assessment, l'esearch, 01' otIle! educational and noncom11lerdial use!>,
~ - orovided tb;t no part of lhe scorinl! rubric is aItered and tl;~r "Faeione and F aeÍone n are cited as amhors. I
• - (PAF49:R4.2:062694) I
...
"
Instructions for Using tbe
11' working alone. or without paradigm samples. one can achieve a greater
level 01' internal consistency by not assigning final ratings lU1til a llumber 01' essays,
projects i perfonnanceSiaSsiglU11ents have been viewed and given preliminaf)J ratings.
Frequently natural clusters or groupings of similar quality 50011 come to be discern
ible. At tIlat point one can be more eonfident in assigning a tlrmer critical thinking
sco1'e using thi5 tour level mbric. After assigning preliminary ratings. a revie\v of
the entire set assures greater internal consistency and faimess in the tinal ratings.
Guide to Rating Critica. & Integrative Thinking
Washington State University, Fall 2006
For each ofthe seven eriteria below, assess the work by:
a) eircling speeme pbrases that describe the work, and writing comments
b) circlíng a numeric score
' _: - 1 I 2 3 I
~
4 S I
..
6
=--_:=- ~-: - .."
Does not attempt to or fails to Summarizes issue, though some Clearly identifies the challenge and
identify and summarize accurately. aspects are incorrect or confused. subsidiary, embedded, or implícit
Nuances and key details are missing aspects of the issue. Identifies
or gfossed over. integral retationships essential to
analyzing the issue.
Comments:
Analysis is grounded in absolutes, Analysis ¡neludes sorne outside Analysis acknowledges complexity and
with little acknowledgment of own verification, but primarily relies on bias of vantage and values, although
biases. established authorities. may elect to hold to bias in contexto
Does not recognize context or surface Provides some recognition of context Identifies influence of context and
assumptions and underlying ethical and consideration of assumptions and questions assumptions, addressing
implicatíons, or does so superficially. their implications. ethica' dimensions underlying the
issue.
Comments:
Addresses a single source or view of Presents own position or hypothesis, Appropriately identifies own position
the argument, failing to clarify the though inconsistently. on the issue, drawing support from
established position relative to one's experience, and information not
own. available from assigned sources.
Fails to present and justify own Presents and justifies own position Clearly presents and justifíes own
opinion or forward hypothesis. without addressing other views, or view or hypothesis while qualifying Or
does so superficially. íntegrating contrary views or
interpretations.
Comments:
Repeats information provided without Use of evidenee is Qualified and Examines evidenee and its souree;
Question or dismisses evidence selective. questions its aecuracy, relevance, and
without adequate justification. completeness.
Does not distinguish among fact, Discems fact from opinion and may Demonstrates understanding of how
opinion, and value judgments. reeognize bias in evidenee, although facts shape but may not confirm
attribution ís inappropriate. opin¡on. Recognizes bias, including
selection bias.
Conflates cause and correlation; Distinguishes causalíty from Correlations are distinct from causal
presents evidenee and ideas out of eorrelation, though presentation may relationships between and among
sequence. be flawed. ideas. Sequenee of presentation
reflects clear organization of ideas,
subordinating for importance and
impacto
Data/evidenee or sourees are Appropriate data/evidenee or sources Information need is clearly defined:
simplistie, inappropriate, or not provided, although exploration and integrated to meet and exceed
related to tapie. appears te have been routine. assignment¡ course or personal
interests.
Comments:
5. Integrates issue using OTHER (disciplinary) perspectives and positions.
Adopts a single idea or limited ideas Rough integration of multiple Fully integrated perspectives from
with little question. If more than one viewpoints and comparison of ideas or variety of sources; any analogies ate
idea is presented, alternatives are not perspectives. Ideas are investigated used effectively.
integrated. and integrated, but in a Umited way.
Engages ideas that are obvious or Engages challenging ideas tentatively Integrates own and others' ideas in a
agreeable. Avoids challenging or or in ways that overstate the conflict. complex process of judgment and
discomforting ideas. May dismiss alternative views hastily. justification. Clearly justifies own vlew
while respecting views of others.
Analysis of other positions is
Treats other positions superficially or thoughtful and mostly accurate. Analysis of other positions is accurate,
misrepresents them. nuanced, and respectful.
Acknowledges and integrates different
Little integration of perspectives and ways of knowing. Sorne evidence of Integrates different disciplinary and
little or no evidence of attending to reflection and/or self-assessment. epistemological ways of knowing ..
others' views. No evidence of Connects to career and eMe
reflection or self-assessment. responsibilities. Evidenee of reflectfon
and self-assessment.
Comments:
Condusions presented as absolute, Presents eonclusions as relative and Conclusions are q ualified as the b~st
and may attribute eondusion to only loosely related to eonsequences. available evídenee within the contexto
externa I authority. Implications may ¡nelude vague Consequences are eonsidered and!
reference to conclusions. integrated. lmplieations are clearly
developed, and eonsider ambiguitles.
Comments:
7. Communicates effectively.
Grammar, syntax, or other errors are Errors are not distracting or frequent, Errors are mínimal. Style is
distracting or repeated. Little although there may be sorne appropriate tor audience.
evidence of proofreading. Style is problems with more difflcult aspects
inconsistent or inappropriate. of style and voice.
Work is unfocused and poorly Basic organization is apparent; Organization is clear; transitions
organized; lacks logical connection of transitions connect ideas, although between ideas enhance presentation.
ideas. Format is absent, inconsistent they may be mechanicaf. Format is Consistent use of appropriate forméJt.
or distracting. appropriate although at times Few problems with other components
¡nconsiste nt. of presentation.
Few sources are cited or used Most sources are cited and used Al! sources are cited and used
correctly. correctly. correctly, demonstrating
understanding of economic, legal amd
social issues ¡nvolved with the use of
information.
Comments:
Overall Rating
I
eritena Score,
1. Identify problem, Question, or issue
.
Comments:
, -
Basado en "Rúbrica para Avaluar Proyectos de Investigación", Decanato de Asuntos Académicos, UPR-AguadiUa y Varias Rúbricas de Pensamiento Critico
Instrucciones: Favor de hacer una copia de este documento. Sombree de amarillo (usando1tJligh-lightertt de MSWord) o subraye aquellos cri.terios--
que usted entiende se pueden medir en los informes de laboratorio de su área de Química. Note que cada aspecto a evaluar consta de cuatro (4)
criterios, en donde se le adjudica un punto a cada criterio logrado. Indique los puntos para cada aspecto a evaluar y los puntos totales de la rúbrica
aplicada a su área de Química. Como ejemplo, arriba se sombrean de amarillo los criterios que pueden ser medidos en un informe de laboratorio del
área de Química General, basado en conversaciones que RVFlores tuvo con Liz Díaz. Además, se indican los puntos para cada aspecto a evaluar y
los puntos totales de la rúbrica aplicada a Química General (Le., 21 ptos).
Favor de realizar esta misma gestión con la rúbrica aplicada a su laboratorio de Química particular, y de enivarme el documento por correo
electrónico en o antes del viernes, 30 de enero de 2009 a la dirección mostrada entre paréntesis (rosa@hpcfupr.edu) para tenerlo como record.
Descripción del proceso relacionado a esta gestión y los resultados del mismo se incorporarán en un informe que me ha solicitado la Oficina de
Evaluación del Aprendizaje Estudiantil (OEAE) de la UPR-RP a entregarse a más tardar el 9 de febrero de 2009, así que por tal razón necesito su
respuesta lo antes posible. Agradezco profundamente su apoyo y participación en todo este proceso. ¡Muchas gracias por su contribución!
Comentarios:
Basado en "Rúbrica para Avaluar Proyectos de Investigación", Decanato de Asuntos Académicos, UPR-Aguadilla y Varias Rúbricas de Pensamiento Crítico
Universidad de Puerto Rico RUBRICA PARA EVALUAR INFORMES DE LABORATORIO DE FISICA Facultad de Ciencias Naturales
Recinto de Río Piedras Segundo semestre, 2008--2009 Departamento de Física
Comentarios:
Comentarios:
Perspectivas o posturas Presenta y desarrolla Logra parcialmente la Apenas logra la No logra la presentación
Presentar y desarrollar clara y adecuadamente presentación y el presentación y el ni el desarrollo de una
una perspectiva o una perspectiva o desarrollo de una desarrollo de una perspectiva o postura
postura propia en postura propia en perspectiva o postura perspectiva o postura propia en concordancia
concordancia con la concordancia con la propia en concordancia propia en concordancia con la hipótesis de
hipótesis de trabajo o el hipótesis de trabajo o el con la hipótesis de con la hipótesis de trabajo o el problema, la
problema, la pregunta, el problema, la pregunta, el trabajo o el problema, la trabajo o el problema, la pregunta, el asunto.
asunto. asunto. pregunta, el asunto. pregunta, el asunto. No justifica su
Justifica su perspectiva o Aunque la presentación La presentación o perspectiva o postura
postura propia es clara en general, justificación de su propia.
Demuestra un nivel de presenta algunas perspectiva o postura
pensamiento original. lagunas. propia es confusa. Comentarios:
La justificación de su
perspectiva o postura Comentarios:
propia no es siempre
clara o consistente.
Comentarios:
Análisis Analiza, utiliza y Logra parcialmente Apenas logra analizar, No logra analizar,
Analizar, utilizar y presenta la analizar, utilizar y utilizar y presentar la utilizar o presentar la
presentar la información/evidencia presentar la información/evidencia información/evidencia
información/evidencia (textual u otra) información/evidencia (textual u otra) para (textual u otra) para
(textual u otra) apropiadamente para (textual u otra) para sustentar sus ideas. sustentar sus ideas.
apropiadamente. sustentar sus ideas. sustentar sus ideas. Falta en gran medida la No provee la
Demuestra haber Provee parte de la información o evidencia información o evidencia
buscado, seleccionado y información o evidencia para sustentar sus necesarias para sustentar
evaluado críticamente la --º-ara sustentar sus puntos. sus puntos.
· ..
....
Comentarios: Comentarios: