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APPENDIX V
Critical Thinking Rubric for Political Science Assignments at Elizabethtown College
January 2005
To demonstrate A-level critical thinking skill in political science, a student consistently
does all or almost all of the following:
1a. Gathers and recalls relevant facts, trends, events, chronologies, historical trends
and context
2a. Accurately interprets evidence, statements, graphics, questions
3a. Develops and presents argument or thesis clearly, providing concrete examples,
clear logic and sound reasoning
4a. Identifies the salient arguments (reasons and claims) pro and con
5a. Thoughtfully analyzes and evaluates major alternative points of view
6a. Draws warranted, judicious, non-fallacious conclusions, making appropriate
inferences from data and identifying key causal factors and effects
7a. Fair-mindedly follows where evidence and reasons lead
8a. Applies concepts, results or conclusions to new areas, imaginatively exploring
implications, consequences, lessons to be learned and/or providing
informed recommendations
B-level work involves doing all or nearly all of 1 through 7 above, but showing little
imagination or insight
C-level work involves a student who consistently does some of 1 through 8 above, but
who also does some of the following:
1b. Overlooks relevant facts, trends, events, provides insufficient awareness of
historical context
2b. Misinterprets evidence, statements, graphics, questions
3b. Provides unclear or nonexistent argument or thesis statement, unsupported by
evidence, logic, and reasoning
4b. Fails to identify strong, relevant counter-arguments
5b. Ignores or superficially evaluates obvious alternative points of view, constructs
“straw man” alternatives
6b. Draws unwarranted or fallacious conclusions, misses key causal variables, dwells
on one or few factor(s)
7b. Regardless of the evidence or reasons, maintains or defends views based on self-
interest or pre-conceptions
8b. Fails to apply concepts, results or conclusions to new areas, lacks insight about
the implications or consequences, provides no reasoned recommendations
D-level work involves a student consistently doing most or many of 1b through 8b above.
F-level work involves a student consistently doing all or nearly all of 1b through 8b
above.
Convention