I make marks and comments both in text and the right margin.
I track deducted points in the left margin as explained below.
Next to a comment, I may note deducted points. These numbers are for your information and will be duplicated in the left margin for tracking purposes.
A deduction of "–X" is a warning that points will be deducted in your next assignment for the
same error.
The Grade Profiles define the qualities associated with each letter grade.
Assignment 1
Assignment 2
Assignment 3
Assignment 4
Grade Profiles
The Grade of F: Not engaged
Little evidence of engagement with the course content.
The work is as vague, imprecise, and unreasoned now as it was in the beginning of the quarter. There is little evidence that the student is genuinely engaged in the task of taking charge of his or her critical thinking.
Many assignments appear to have been done pro forma, the student simply going through the motions without really putting any significant effort into thinking his or her way through them.
Consequently, the student is not analyzing issues clearly, not formulating information accurately, not distinguishing relevant from irrelevant information, not identifying key questionable assumptions, not clarifying key concepts, not identifying relevant competing points of view, not reasoning carefully from clearly stated premises, or tracing empirical implications and consequences.
The students work does not display discernible critical reasoning and problem-solving skills.
The Grade of D: Beginning
D-level work shows only a minimal level understanding of what critical thinking is, along with the development of some, but very little, critical thinking skills or abilities.
The work at the end of the course, on the whole, shows only occasional critical thinking skills, but frequent uncritical critical thinking. Most assignments are poorly done. There is little evidence that the student is ‘reasoning’ through the assignment.
Often the student seems to be merely going through the motions of the assignment, carrying out the form without getting into the spirit of it.
D work rarely shows any effort to take charge of ideas, assumptions, inferences, and intellectual processes. In general, D-level thinking lacks discipline and clarity.
In D-level work, the student rarely analyzes issues clearly and precisely, almost never formulates information accurately, rarely distinguishes the relevant from the irrelevant, rarely recognizes key questionable assumptions, almost never clarifies key concepts effectively, frequently fails to use language in keeping with established professional usage, only rarely identifies relevant competing points of view, and almost never reasons carefully from clearly stated premises, or recognizes important implications and consequences.
D-level work does not show good critical reasoning and problem-solving skills and frequently displays poor reasoning and problem-solving skills.
The Grade of C: Developing
C-level work illustrates some but inconsistent achievement in grasping what critical thinking is, along with the development of modest critical thinking skills or abilities.
The work at the end of the course, it is true, shows some emerging critical thinking skills, but also pronounced weaknesses as well. Though some assignments are reasonably well done, others are poorly done; or at best are mediocre.
There are more than occasional lapses in reasoning. Though critical thinking terms and distinctions are sometimes used effectively, sometimes they are used quite ineffectively.
Only on occasion does C-level work display a mind taking charge of its own ideas, assumptions, inferences, and intellectual processes. Only occasionally does C-level work display intellectual discipline and clarity.
The C-level student only occasionally analyzes issues clearly and precisely, formulates information accurately, distinguishes the relevant from the irrelevant, recognizes key questionable assumptions, clarifies key concepts effectively, uses language in keeping with established professional usage, identifies relevant competing points of view, and reasons carefully from clearly stated premises, or recognizes important implications and consequences. Sometimes the C-level student seems to be simply going through the motions of the assignment, carrying out the form without getting into the spirit of it.
On the whole, C-level work shows only modest and inconsistent critical reasoning and problem-solving skills and sometimes displays weak reasoning and problem-solving skills.
The Grade of B: Accomplished
B-level work represents demonstrable achievement in grasping what critical thinking is, along with the clear demonstration of a range of specific critical thinking skills or abilities.
The work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. On the whole, terms and distinctions are used effectively.
The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes.
The student often analyzes issues clearly and precisely, often formulates information accurately, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key concepts effectively, typically uses language in keeping with established professional usage, identifies relevant competing points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences.
B-level work displays good critical reasoning and problem-solving skills.
The Grade of A: Exemplary
A-level work demonstrates real achievement in grasping what critical thinking is, along with the clear development of a range of specific critical thinking skills or abilities.
The work at the end of the course is, on the whole, clear, precise, and well-reasoned, with very few lapses into weak reasoning.
On the whole terms and distinctions are used effectively.
The work demonstrates a mind beginning to take charge of its own ideas, reasoning, assumptions, inferences, and intellectual processes.
The A-level student analyzes issues clearly and precisely, formulates information accurately, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key concepts effectively, uses language in keeping with established professional usage, frequently identifies relevant competing points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences.
A-level work displays excellent critical reasoning and problem-solving skills. The A student's work is consistently at a high level of intellectual excellence.
