1. Rubric for Higher Order Thinking Evaluation
Level One Level Two Level Three
Limited amount of Sufficient amount of facts Numerous facts and
KNOWLEDGE information is recalled; are recalled; answer is details are recalled;
answer is incomplete complete and acceptable answer is thorough
Brief explanation of Overall understanding of An interrelated, holistic
content; little or no content; implied interpretation of literal
evidence to support content/issues not and implied content
COMPREHENSION addressed given; uses examples
and illustrations to
support
Solution has none or a Workable solution is Solution has a "new
limited number of supported by an slant"; supports solution
APPLICATION elements to support; adequate number of with an abundant
solution is not generalizations and amount of facts and
workable principles details
Solution shows Solution demonstrates Solution classifies
minimal classification the relation and structure elements, their
of elements; no between elements; relationship to each
relation between recognizes patterns; other while identifying
ANALYSIS elements and their rationally supported the arrangement and
relation and structure structure connecting
to each other them in a rational and
persuasive way
Solution lacks self- Workable solution is new Workable solution which
expression; some and includes essential is new and includes all
important elements elements; adequately parts; demonstrates
excluded; solution not communicated solution to unique self-expression;
SYNTHESIS workable; not clearly appropriate audience; communication is
communicated demonstrates self- directed to a specific
expression audience in a unique and
highly effective manner
Judgments have little Judgments are on both Judgments are based on
or no support cognitive and effective a variety of facets at
EVALUATION levels; based on given both the cognitive and
criteria or selected effective levels
remembered criteria
Higher-order thinking
From Wikipedia, the free encyclopedia
Categories in the cognitive domain of Bloom's Taxonomy
(Anderson & Krathwohl, 2001)
Higher-order thinking is a concept of Education reform based on learning taxonomies
such as Bloom's Taxonomy. The idea is that some types of learning require more
cognitive processing that others, but also have more generalized benefits. In Bloom's
taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of

2. new knowledge) are thought to be of a higher order, requiring different learning and
teaching methods, than the learning of facts and concepts. Higher order thinking involves
the learning of complex judgmental skills such as critical thinking and problem solving.
Higher order thinking is more difficult to learn or teach but also more valuable because
such skills are more likely to be useable in novel situations (i.e., situations other than
those in which the skill was learned).
As for assessing critical thinking skills in student thinking, first we must understand
exactly what we are assessing. Consider the following intellectual abilities and
dispositions
• Thinking independently
• Developing insight into egocentricity or sociocentricity
• Exercising fair-mindedness
• Exploring thoughts underlying feelings and feelings underlying thoughts
• Developing intellectual humility and suspending judgment
• Developing intellectual courage
• Developing intellectual good faith or integrity
• Developing intellectual perseverance
• Developing confidence in reason
• Refining generalizations and avoiding oversimplifications
• Comparing analogous situations: transferring insights to new contexts
• Developing one's perspective: creating or exploring beliefs, arguments, or
theories
• Clarifying issues, conclusions, or beliefs
• Clarifying and analyzing the meanings of words or phrases
• Developing criteria for evaluation: clarifying values and standards
• Evaluating the credibility of sources of information
• Questioning deeply: raising and pursuing root or significant questions
• Analyzing or evaluating arguments, interpretations, beliefs, or theories
• Generating or assessing solutions
• Analyzing or evaluating actions or policies
• Reading critically: clarifying or critiquing texts
• Listening critically: the art of silent dialogue
• Making interdisciplinary connections
• Practicing Socratic discussion: clarifying and questioning beliefs, theories,
or perspectives
• Reasoning dialogically: comparing perspectives, interpretations, or
theories
• Reasoning dialectically: evaluating perspectives, interpretations, or
theories
• Comparing and contrasting ideals with actual practice
• Thinking precisely about thinking: using critical vocabulary
• Noting significant similarities and differences
• Examining or evaluating assumptions
• Distinguishing relevant from irrelevant facts
• Making plausible inferences, predictions, or interpretations
• Evaluating evidence and alleged facts
• Recognizing contradictions
• Exploring implications and consequences