Realms of knowledge

The ways of thinking/knowing dimension of this rubric requires classification of a student’s response into one of four categories or ways of thinking, and then evaluation of the facility with which that approach is utilized. In designing this dimension of the General Education rubric each of the three ways of knowing is given equal validity in responding to the open-question.

Classifications of way of thinking:

Quantitative, empirical thought and analysis

Authority based, logical premise rationality, consequences thought and analysis

Intuitive/Reflective thought

Multiple, mixed or no clear way of thinking (Use only when one of the prior ways of thinking can not be identified as the predominant approach to considering an open ended question.)

Each of these ways of knowing is considered a rational, logical approach to considering an open-question in which both evidence and values are considered. Although one discipline or another, one person of another may consider one of the ways of knowing as "superior" or better than an other, for the purpose of general education each of the first three ways of knowing is considered equal.

Return to the other dimensions of the General Education rubric.

4a - Quantitative / Empirical Thought
A person utilizing quantitative/empirical thinking as a way to address an open question bases their response in processes of inquiry that apply a scientific method of analysis of empirical information using established procedures including quantitative measurement and analysis that recognizes the tentative, probabilistic nature of these methods to arrive at an evaluation of the choices.
0	1	2	3
No evidence of empirical rationally	Strengths Weaknesses Limited to "Just the facts, Ma’am!" perspective Overly focused on definitions and names.Dichotomous thinking: expectation of the "right" answer." Commonsense" and perceived patterns trump evidence and reason. Dependence on authority (but inability to distinguish useful authority form inappropriate).	Strengths Recognition of tentative nature of knowledge. Willingness to express own conclusions as opposed to … Recognition of bias in sources. Realization of importance of statistics, empirical measurement. Weaknesses Since all knowledge is tentative, all ideas have equal merit; failure to discriminate.Failure to understand the impact of available evidence.Poor reasoning skills; unable to construct a logical argument or to adequately consider evidence contrary to own point of view or current beliefs.Difficulty recognizing personal bias. Weak statistical thinking skills.	Strengths Healthy, positive skepticism. Comfort with tentative nature of knowledge, while understanding that evidence discriminates between good ideas and bad ideas. Good understanding of the meaning of evidence, grasp of level of confidence. Sound logical reasoning, including the ability to synthesize conclusion for varied evidences. Recognition of personal bias and attempt to compensate.Good grasp of statistical thinking. Rejection of "common sense" test of knowledge. Good perspective on point of view; able to reason from a variety of positions. Willing to change conclusion based on new evidence.

4b - Rationality based on Authority, Reasoning, or Consequences
A person utilizing rationally based on authority, reasoning or consequences as a way to address an open question bases her/his response in processes of inquiry that apply established criteria including philosophical, ethical, and/or moral standards, in a logically disciplined process to arrive at an evaluation of the choices.
0	1	2	3
No apparent utilization of systematic reasoning	Implicit utilization of systematic reasoning	Tentative explicit utilization of systematic reasoning	Accomplished explicit utilization of systematic reasoning
Shows no apparent utilization of a systematic approach to considering a question.	Demonstrates use of some systematic way of examining a question without explicit references to those systems.	Demonstrates an initial to minimal commandment of a systematic way of examining a question. Defines the question, assumptions, and related concepts. Identifies relevant criteria and conditions – defines the rules and/or sources of standards for making a decision consistent with the system. Considers the relevance, sufficiency and reliability of evidence used in addressing a question. Explicitly applies the relevant criteria and condition to the evidence in a systematic procedure and Reaches a conclusion.	Demonstrates consistent to accomplished command of a systematic way of examining a question. In addition to the points in the prior skill level,Acknowledges the consequences, implications and variations appropriate to examining a question utilizing the selected system.And/or Makes comparisons among diverse systems and/or approaches in considering the same question.

4c - Intuitive/Reflective Thought
A person utilizing intuitive and/or reflective thought as a way to address an open question bases their response in processes of self-reflection that apply their experiences and the reported experiences of others in a reflective process to arrive at an evaluation of the choices.
0	1	2	3
No apparent intuitive/reflective thought	Makes an attempt to show intuitive/reflective thought	Uses intuitive/reflective thought	Accomplishes effective and explicit intuitive/reflective thought
Shows no apparent utilization of intuitive/reflective thought Reflection in the response to the question is absent. No conclusion is apparent.	A simple response to a question. Repeats the thesis and the main points Summarizes Repeat material stated elsewhere. Used limited vocabulary. Uses trite clichés. Focuses on generalities.	Demonstrates limited intuitive/reflective thought in response to a question. Reflects on the question and any related assumption, concepts and criteria. Uses quotations or direct paraphrase from the text as evidence. Quotes a significant, but common, source from outside of the text. (exp. JFK, Declaration of Independence) Suggests further action. Offers a point of significance. Shows an awareness of an audience. Uses precise, descriptive, sophisticated word choice. Conscious express of self awareness. Uses analogies and metaphors.	Effectively and explicitly responds to a question with intuitive and reflective thought. In addition to the points in the prior skill level, Calls the reader to action. Gives new knowledge made by the writer that is garnered from reflecting on the question and answer. Offers speculation or a warning on the subject… "What if?" Asks provocative question that lead to further thought. Acknowledges and/or compares the consequences, implications and variations of responses to the question and/or similar questions.

	Quantitative, empirical thought and analysis
	Authority based, logical premise rationality, consequences thought and analysis
	Intuitive/Reflective thought
	Multiple, mixed or no clear way of thinking (Use only when one of the prior ways of thinking can not be identified as the predominant approach to considering an open ended question.)