| Abstract | Fluent, clear, concise description of the project and its findings, including relevant information on aim/hypotheses, sample, design, procedure and conclusion. | The aim, method, and findings are clearly described. There may be some lack of conciseness or clarity in a limited number of aspects. | The aim, method and findings are evident, but several aspects may lack clarity and some details may be missing. | The aim method and findings are somewhat unclear, and there are missing details (e.g., aims, sample, design, and/or procedure). | The aim, method, and findings are very unclear or missing. | Introduction | Description of literature | The relevant literature is clearly and concisely described. | The relevant literature is clearly described, but there is some omission. | The literature is described relatively clearly, but there is some omission or irrelevant detail. | Important details are missing, or irrelevant details are included, and there is some lack of focus. | The literature review is very unclear. It lacks important details and includes many irrelevant details. | | Relation of literature to research question | Consistently demonstrates application of literature to topic and critical analysis is well integrated. | Clear relation of literature to topic. Critical analysis/critical thought is clearly displayed. | Demonstrates application of literature to topic with some evidence of critical analysis. | The literature is somewhat related to the research topic, critical analysis is lacking. | Little or no relation of the literature to the topic, critical analysis is lacking. | | Hypotheses | Hypothesis clearly reflects the research aim and the variables being tested. | Hypothesis reflects the research aim and variables being tested with only minor lack of clarity. | Hypotheses are somewhat related to the research aim and variables being tested, but there is some lack of clarity. | Hypotheses are somewhat unclear and their link with the research aim and variables being tested is tenuous. | * Hypotheses are absent or are unclear and do not reflect the research aim and the variables being tested. | Method & results | Method | There is a clear, concise description of the methodology, with sufficient detail to permit replication. (e.g., scale details, procedure, recruitment strategy, participant information). | The methodology is described with only minor omissions or irrelevant detail in one aspect (e.g., missing response format for scales). | The methodology is described, but there are significant omissions or irrelevant detail in one aspect (e.g., scant participant information and scale response or redundant procedural information). | Significant omissions or irrelevant detail in one or two aspects make replication difficult or are unnecessary (e.g., we used a pencil). | Significant omissions and lack of clarity make replication impossible. | | Results | Descriptive data are clearly described and demonstrate an understanding of the data, analyses, and conclusions. | Descriptive data are clearly described with only minor misunderstanding of the data, analyses, or conclusions. | There is some misunderstanding of the data, analyses or conclusions, some details may be missing. | Descriptive data are described but lack clarity or important details or there is misunderstanding of some aspect of the results. | Descriptive data are poorly described and do not demonstrate an understanding of the data, analyses, and conclusions. | | Figures or tables | The appropriate use of tables or figures clearly and concisely describes and demonstrates an understanding of the data. | Data are clearly presented in a table or figure with only minor errors of presentation or understanding. | Data are presented in a comprehensible form with some errors of presentation and understanding. | Data is presented in a comprehensible form in either a table or figure, although there may be significant errors. | Data are
Steven L. Barker Jr.
Although the term, ‘Critical Thinking’ is in widespread use today, it wasn’t a popular term until relatively recently. Critical thinking became a hot topic over the last decade because of concerns that were expressed by international educators, business leaders, and other organizations. They were concerned that students weren’t being prepared for real life in the 21st century. This spurred education leaders…
Critical thinking can be defined as the process an individual takes that includes thinking in a logical and sensible manner in order to make a rational decision. Critical thinking also requires an individual to think past their normal capacity or “outside of the box” while improving the quality of thought. “The thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards…
April 9, 2012
The challenge for critical thinking instruction lies not in convincing people of its value but in developing a model of what to teach and how to teach it. Toulmin's model provides a useful framework for students to examine the ability of an argument to justify rather than prove a point. Utilizing this model can make critical thinking the very means by which students construct knowledge.
Debating, questioning, analyzing…
What is Critical Thinking?
Axia College of University of Phoenix
What is Critical Thinking? Does every need to think critically? Yes! If everyone just made assumptions on how they could do things, the world would be in chaos. Critical thinking is what helps everyone in his or her day-to-day decisions. No matter how big or small the decision everyone thinks critically.
Critical thinking is basically making…
Critical thinking means to systematically analyze, and assess each part for quality and then improve it. Understanding the process of thinking and reasoning and to use and analyze these elements of purposes, information, assumption, question, concept, implication, and points of view. All of these elements are present whenever we reason with one another. In my personal experience with using these elements of thinking…
Class: Philosophy 150
Date: 04- Nov - 2013
Critical thinking “the systematic evaluation or formulation of beliefs, or statements, by rational standards”.
This statements can be view and discuss in numerous dimensions. Critical thinking is the ability to think clearly and rationaly. It is not a matter of accumulating information. A person with a good memory and who knows a lot of fact is not necessay good at critical thinking. A critical thinker is able to bring out consequences from what…
sources to teach critical thinking skills in world literature:
“Critical thinking, as defined by the Foundation for Critical Thinking, is the intellectually disciplined process of actively and skill fully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, re flection, reasoning, or communication, as a guide to belief and action.”
According to the Army Handbook for Self Development:
"Critical thinking involves questioning…
The Critical Thinking Process
The critical thinking process is an important tool to objectively find solutions to problems. However, it was not till I made one of the more impulsive decisions of my life, to enlist in the Army, did I learn about developing a critical thinking skills set.
Starting with basic training and through school, we drilled, did simulations, and performed field exercises where the basis for critical thinking began to form…
July 5, 2013
Dictionary.com defines critical thinking as “the mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion. Disciplined thinking that is clear, rational, open-minded, and informed by evidence: The questions are intended to develop your critical thinking”. Knowing that you would not be bias but could see the whole situation and not judge is condemned. Having a better…
Using Analytical Thought
To Solve Problems
December 12, 2010
The human mind is one of the most complex areas of study that scientist have ever endeavored to study. There are a multitude of life situations that predetermine, determine and alter the human development and thought process. A persons genetic, socioeconomic, social, educational and economic background play a large factor in how people think and make decisions in life. A person’s ability to problem solve is…