assessment of reasoning

TwoRiversPublicCharterSchool
4
th
Grade–5
th
Grade
EffectiveReasoningRubric
Component 4Exemplary 3Accomplished 2Developing 1Beginning
Validityofthe
Claim
Studentmakesacomplex
claimbasedonprovided
sourcesandbackground
knowledgethat
demonstratesconsideration
ofthreeormoresources.
Studentmakesareasonable
claimbasedonatleasttwo
sourcesandbackground
knowledge.
Studentmakesa
reasonableclaimbased
onatleastonesourceand
backgroundknowledge,
butdoesnotdemonstrate
considerationofthefull
rangeofsources.
Studentmakesaclaimthat
cannotbereasonably
supportedbytheprovided
sources
Relevant
Support
Thereisevidencethatthe
studentevaluatedall
possiblesupporting
evidenceandchosethe
mostrelevantevidence.The
useofevidenceshows
attentiontotheperspective
andreliabilityofthesource.
Studentchoosesonlyevidence
thatsupportstheclaim.There
isevidencethatthestudent
evaluatedpossiblesupporting
evidenceandchoserelevant
evidence.
Studentchoosesonly
evidencethatsupportsthe
claim.Thereisevidence
thatthestudentevaluated
possiblesupporting
evidenceandchosesome
relevantevidence,but
someevidencechosen
wasnotasalignedtothe
claim.
Studentprovidesno
reasonwhytheirclaimis
true,makesunrelated
statementsthatdonot
supporttheclaim,oronly
restatestheclaimin
differentways.
Logicofthe
Claimand
Support
Studentconsistentlyand
effectivelymakes
connectionsbetweentheir
claimandsupport.Student
structurestheirargument
andsequencestheirsupport
inawaythatclearlybuilds
thecasefortheirclaimand
suggestsinsightintothe
stepsoftheirlogicand
considerationofcounter
arguments.
Studentconsistentlymakes
connectionsbetweentheirclaim
andsupport.Studentstructures
theirargumentandsequences
theirsupportinawaythat
clearlybuildsthecasefortheir
claimaswellasprovidesinsight
intothestepsoftheirlogic.
Studentmakessome
connectionsbetweentheir
claimandsupport,but
doesn’tdosoconsistently.
Studentusesastructure
fortheirargumentthat
laysouttheevidencebut
doesnotlogicallybuild
theircase.
Studentmakes
connectionsbetweentheir
claimandsupportbutthey
arenotclear,ortheymake
noconnectionbetween
theirclaimandsupport.
Challengeof
Question
Student can identify gaps in
their claim, can state a
different reasonable
counterclaim, and identify
evidence that supports that
counterclaim. Student
explains why they did not
choose this counterclaim and
Student can identify gaps in their
claim, can state a different
reasonable counterclaim, and
identify evidence that supports
that counterclaim.
Studentcanidentifygaps
intheirclaimbya
counterclaimthatinclude
atleasttwowaysthattheir
claimcanbechallenged.
Studentcanidentifyone
wayinwhichtheirclaim
mightbechallengedbya
counterclaimorcannot
identifyanywaysthattheir
claimcanbechallenged.
Two Rivers Public Charter School 4th Grade 5th Grade Effective Reasoning Rubric Component 4 Exemplary Validity of the Claim Student makes a complex claim based on provided sources and background knowledge that demonstrates consideration of three or more sources Relevant Support Logic of the Claim and Support Challenge of Question There is evidence that the student evaluated all possible supporting evidence and chose the most relevant evidence The use of evidence shows attention to the perspective and reliability of the source Student consistently and effectively makes connections between their claim and support Student structures their argument and sequences their support in a way that clearly builds the case for their claim and suggests insight into the steps of their logic and consideration of counter arguments Student can identify gaps in their claim can state a different reasonable counterclaim and identify evidence that supports that counterclaim Student explains why they did not choose this counterclaim and 3 Accomplished 2 Developing Student makes a reasonable claim based on at least two sources and background knowledge 1 Beginning Student makes a reasonable claim based on at least one source and background knowledge but does not demonstrate consideration of the full range of sources Student chooses only evidence Student chooses only that supports the claim There evidence that supports the is evidence that the student claim There is evidence evaluated possible supporting that the student evaluated evidence and chose relevant possible supporting evidence evidence and chose some relevant evidence but some evidence chosen was not as aligned to the claim Student consistently makes Student makes some connections between their claim connections between their and support Student structures claim and support but their argument and sequences doesn t do so consistently their support in a way that Student uses a structure clearly builds the case for their for their argument that claim as well as provides insight lays out the evidence but into the steps of their logic does not logically build their case Student makes a claim that cannot be reasonably supported by the provided sources Student can identify gaps in their claim can state a different reasonable counterclaim and identify evidence that supports that counterclaim Student can identify one way in which their claim might be challenged by a counterclaim or cannot identify any ways that their claim can be challenged Student can identify gaps in their claim by a counterclaim that include at least two ways that their claim can be challenged Student provides no reason why their claim is true makes unrelated statements that do not support the claim or only restates the claim in different ways Student makes connections between their claim and support but they are not clear or they make no connection between their claim and support
Two  Rivers  Public  Charter  School 4th  Grade       5th  Grade Effective  Reasoning  Rubric Component  4      Exemplary ...
Two Rivers Public Charter School 4th Grade 5th Grade Effective Reasoning Rubric uses this analysis to make their own claim stronger Adapted from the Catalina Foothills School District s 21st Century Skills Rubric Critical and Creative Thinking Inductive Reasoning 6 06 6 11
Two  Rivers  Public  Charter  School 4th  Grade       5th  Grade Effective  Reasoning  Rubric uses this analysis to make t...
Two Rivers Public Charter School 4th Grade 5th Grade Effective Reasoning Rubric uses this analysis to make their own claim stronger Adapted from the Catalina Foothills School District s 21st Century Skills Rubric Critical and Creative Thinking Inductive Reasoning 6 06 6 11
Two  Rivers  Public  Charter  School 4th  Grade       5th  Grade Effective  Reasoning  Rubric uses this analysis to make t...
Two Rivers Public Charter School 4th Grade 5th Grade Effective Reasoning Rubric uses this analysis to make their own claim stronger Adapted from the Catalina Foothills School District s 21st Century Skills Rubric Critical and Creative Thinking Inductive Reasoning 6 06 6 11
Two  Rivers  Public  Charter  School 4th  Grade       5th  Grade Effective  Reasoning  Rubric uses this analysis to make t...
Two Rivers Public Charter School 4th Grade 5th Grade Effective Reasoning Rubric uses this analysis to make their own claim stronger Adapted from the Catalina Foothills School District s 21st Century Skills Rubric Critical and Creative Thinking Inductive Reasoning 6 06 6 11
Two  Rivers  Public  Charter  School 4th  Grade       5th  Grade Effective  Reasoning  Rubric uses this analysis to make t...
Two Rivers Public Charter School 4th Grade 5th Grade Effective Reasoning Rubric Component 4 Exemplary Validity of the Claim Student makes a complex claim based on provided sources and background knowledge that demonstrates consideration of three or more sources Relevant Support Logic of the Claim and Support Challenge of Question There is evidence that the student evaluated all possible supporting evidence and chose the most relevant evidence The use of evidence shows attention to the perspective and reliability of the source Student consistently and effectively makes connections between their claim and support Student structures their argument and sequences their support in a way that clearly builds the case for their claim and suggests insight into the steps of their logic and consideration of counter arguments Student can identify gaps in their claim can state a different reasonable counterclaim and identify evidence that supports that counterclaim Student explains why they did not choose this counterclaim and 3 Accomplished 2 Developing Student makes a reasonable claim based on at least two sources and background knowledge 1 Beginning Student makes a reasonable claim based on at least one source and background knowledge but does not demonstrate consideration of the full range of sources Student chooses only evidence Student chooses only that supports the claim There evidence that supports the is evidence that the student claim There is evidence evaluated possible supporting that the student evaluated evidence and chose relevant possible supporting evidence evidence and chose some relevant evidence but some evidence chosen was not as aligned to the claim Student consistently makes Student makes some connections between their claim connections between their and support Student structures claim and support but their argument and sequences doesn t do so consistently their support in a way that Student uses a structure clearly builds the case for their for their argument that claim as well as provides insight lays out the evidence but into the steps of their logic does not logically build their case Student makes a claim that cannot be reasonably supported by the provided sources Student can identify gaps in their claim can state a different reasonable counterclaim and identify evidence that supports that counterclaim Student can identify one way in which their claim might be challenged by a counterclaim or cannot identify any ways that their claim can be challenged Student can identify gaps in their claim by a counterclaim that include at least two ways that their claim can be challenged Student provides no reason why their claim is true makes unrelated statements that do not support the claim or only restates the claim in different ways Student makes connections between their claim and support but they are not clear or they make no connection between their claim and support
Two  Rivers  Public  Charter  School 4th  Grade       5th  Grade Effective  Reasoning  Rubric Component  4      Exemplary ...
Two Rivers Public Charter School 4th Grade 5th Grade Effective Reasoning Rubric Component 4 Exemplary Validity of the Claim Student makes a complex claim based on provided sources and background knowledge that demonstrates consideration of three or more sources Relevant Support Logic of the Claim and Support Challenge of Question There is evidence that the student evaluated all possible supporting evidence and chose the most relevant evidence The use of evidence shows attention to the perspective and reliability of the source Student consistently and effectively makes connections between their claim and support Student structures their argument and sequences their support in a way that clearly builds the case for their claim and suggests insight into the steps of their logic and consideration of counter arguments Student can identify gaps in their claim can state a different reasonable counterclaim and identify evidence that supports that counterclaim Student explains why they did not choose this counterclaim and 3 Accomplished 2 Developing Student makes a reasonable claim based on at least two sources and background knowledge 1 Beginning Student makes a reasonable claim based on at least one source and background knowledge but does not demonstrate consideration of the full range of sources Student chooses only evidence Student chooses only that supports the claim There evidence that supports the is evidence that the student claim There is evidence evaluated possible supporting that the student evaluated evidence and chose relevant possible supporting evidence evidence and chose some relevant evidence but some evidence chosen was not as aligned to the claim Student consistently makes Student makes some connections between their claim connections between their and support Student structures claim and support but their argument and sequences doesn t do so consistently their support in a way that Student uses a structure clearly builds the case for their for their argument that claim as well as provides insight lays out the evidence but into the steps of their logic does not logically build their case Student makes a claim that cannot be reasonably supported by the provided sources Student can identify gaps in their claim can state a different reasonable counterclaim and identify evidence that supports that counterclaim Student can identify one way in which their claim might be challenged by a counterclaim or cannot identify any ways that their claim can be challenged Student can identify gaps in their claim by a counterclaim that include at least two ways that their claim can be challenged Student provides no reason why their claim is true makes unrelated statements that do not support the claim or only restates the claim in different ways Student makes connections between their claim and support but they are not clear or they make no connection between their claim and support
Two  Rivers  Public  Charter  School 4th  Grade       5th  Grade Effective  Reasoning  Rubric Component  4      Exemplary ...
Two Rivers Public Charter School 4th Grade 5th Grade Effective Reasoning Rubric Component 4 Exemplary Validity of the Claim Student makes a complex claim based on provided sources and background knowledge that demonstrates consideration of three or more sources Relevant Support Logic of the Claim and Support Challenge of Question There is evidence that the student evaluated all possible supporting evidence and chose the most relevant evidence The use of evidence shows attention to the perspective and reliability of the source Student consistently and effectively makes connections between their claim and support Student structures their argument and sequences their support in a way that clearly builds the case for their claim and suggests insight into the steps of their logic and consideration of counter arguments Student can identify gaps in their claim can state a different reasonable counterclaim and identify evidence that supports that counterclaim Student explains why they did not choose this counterclaim and 3 Accomplished 2 Developing Student makes a reasonable claim based on at least two sources and background knowledge 1 Beginning Student makes a reasonable claim based on at least one source and background knowledge but does not demonstrate consideration of the full range of sources Student chooses only evidence Student chooses only that supports the claim There evidence that supports the is evidence that the student claim There is evidence evaluated possible supporting that the student evaluated evidence and chose relevant possible supporting evidence evidence and chose some relevant evidence but some evidence chosen was not as aligned to the claim Student consistently makes Student makes some connections between their claim connections between their and support Student structures claim and support but their argument and sequences doesn t do so consistently their support in a way that Student uses a structure clearly builds the case for their for their argument that claim as well as provides insight lays out the evidence but into the steps of their logic does not logically build their case Student makes a claim that cannot be reasonably supported by the provided sources Student can identify gaps in their claim can state a different reasonable counterclaim and identify evidence that supports that counterclaim Student can identify one way in which their claim might be challenged by a counterclaim or cannot identify any ways that their claim can be challenged Student can identify gaps in their claim by a counterclaim that include at least two ways that their claim can be challenged Student provides no reason why their claim is true makes unrelated statements that do not support the claim or only restates the claim in different ways Student makes connections between their claim and support but they are not clear or they make no connection between their claim and support
Two  Rivers  Public  Charter  School 4th  Grade       5th  Grade Effective  Reasoning  Rubric Component  4      Exemplary ...
TwoRiversPublicCharterSchool
4
th
Grade–5
th
Grade
EffectiveReasoningRubric
uses this analysis to make
their own claim stronger.
AdaptedfromtheCatalinaFoothillsSchoolDistrict’s21
st
CenturySkillsRubric:CriticalandCreativeThinking:InductiveReasoning6/06–6/11