| CATEGORY |
CRITERIA |
LEVEL 1 |
LEVEL 2 |
LEVEL 3 |
LEVEL 4 |
| Knowledge and Understanding |
Knowledge of Content: |
Demonstrates limited knowledge of facts, opinions, and arguments. |
Demonstrates some knowledge of facts, opinions, and arguments. |
Demonstrates considerable knowledge of facts, opinions, and arguments. |
Demonstrates thorough knowledge of facts, opinions, and arguments. |
|
Understanding of Content: |
Demonstrates limited understanding of the differences between facts and opinions and how facts support opinions in arguments. |
Demonstrates some understanding of the differences between facts and opinions and how facts support opinions in arguments. |
Demonstrates considerable understanding of the differences between facts and opinions and how facts support opinions in arguments. |
Demonstrates thorough understanding of the differences between facts and opinions and how facts support opinions in arguments. |
| Thinking |
Use of Planning Skills |
Uses planning skills with limited effectiveness to identify questions to research to determine if a fact supports an opinion |
Uses planning skills with some effectiveness to identify questions to research to determine if a fact supports an opinion |
Uses planning skills with considerable effectiveness to identify questions to research to determine if a fact supports an opinion |
Uses planning skills with a high degree of effectiveness to identify questions to research to determine if a fact supports an opinion |
|
Use of Processing Skills: |
Uses processing skills with limited effectiveness to analyze evidence to determine if it supports or contradicts an argument |
Uses processing skills with some effectiveness to analyze evidence to determine if it supports or contradicts an argument |
Uses processing skills with some effectiveness to analyze evidence to determine if it supports or contradicts an argument |
Uses processing skills with some effectiveness to analyze evidence to determine if it supports or contradicts an argument |
|
Use of Critical/Creative Thinking Processes |
Uses critical/creative thinking processes with limited effectiveness to evaluate the validity of different perspectives on an issue |
Uses critical/creative thinking processes with some effectiveness to evaluate the validity of different perspectives on an issue |
Uses critical/creative thinking processes with considerable effectiveness to evaluate the validity of different perspectives on an issue |
Uses critical/creative thinking processes with a high degree of effectiveness to evaluate the validity of different perspectives on an issue |
| Communication |
Expression and Organization of Ideas and Information |
Expresses and organizes ideas and information with limited effectiveness in presenting evidence and arguments for and against a position |
Expresses and organizes ideas and information with some effectiveness in presenting evidence and arguments for and against a position |
Expresses and organizes ideas and information with considerable effectiveness in presenting evidence and arguments for and against a position |
Expresses and organizes ideas and information with a high degree of effectiveness in presenting evidence and arguments for and against a position |
|
Communication for Different Audiences and Purposes |
Communicates for different audiences and purposes with limited effectiveness when presenting the “pro,” “con,” and “referee” perspectives to the class |
Communicates for different audiences and purposes with some effectiveness when presenting the “pro,” “con,” and “referee” perspectives to the class |
Communicates for different audiences and purposes with considerable effectiveness when presenting the “pro,” “con,” and “referee” perspectives to the class |
Communicates for different audiences and purposes with a high degree of effectiveness when presenting the “pro,” “con,” and “referee” perspectives to the class |
|
Use of Conventions: |
Uses conventions, vocabulary, and terminology with limited effectiveness when presenting the “pro,” “con,” and “referee” perspectives to the class |
Uses conventions, vocabulary, and terminology with some effectiveness when presenting the “pro,” “con,” and “referee” perspectives to the class |
Uses conventions, vocabulary, and terminology with considerable effectiveness when presenting the “pro,” “con,” and “referee” perspectives to the class |
Uses conventions, vocabulary, and terminology with a high degree of effectiveness when presenting the “pro,” “con,” and “referee” perspectives to the class |
| Application |
Application of Knowledge and Skills |
Applies the understanding of facts and opinions to research and evaluate different sides of an argument with limited effectiveness. |
Applies the understanding of facts and opinions to research and evaluate different sides of an argument with some effectiveness. |
Applies the understanding of facts and opinions to research and evaluate different sides of an argument with considerable effectiveness. |
Applies the understanding of facts and opinions to research and evaluate different sides of an argument with a high degree of effectiveness. |
|
Transfer of Knowledge and Skills |
Transfers the ability to distinguish facts from opinions to new contexts with limited effectiveness. |
Transfers the ability to distinguish facts from opinions to new contexts with some effectiveness. |
Transfers the ability to distinguish facts from opinions to new contexts with considerable effectiveness. |
Transfers the ability to distinguish facts from opinions to new contexts with a high degree of effectiveness. |
|
Making Connections Within and Between Various Contexts |
Connects the evaluation of arguments to real-world decision-making and critical thinking with limited effectiveness. |
Connects the evaluation of arguments to real-world decision-making and critical thinking with some effectiveness. |
Connects the evaluation of arguments to real-world decision-making and critical thinking with considerable effectiveness. |
Connects the evaluation of arguments to real-world decision-making and critical thinking with a high degree of effectiveness. |
