CRITICAL THINKING AND PROBLEM

SOLVING RUBRIC
GRADES K-2

CATALINA FOOTHILLS SCHOOL DISTRICT

TUCSON, ARIZONA
 Critical Thinking and Problem Solving – Grades K-2
5c + s = dlp
General Description and Suggestions for Use
The Catalina Foothills School District (CFSD) strategic plan, Envision21: Deep Learning, forms the basis for a fresh focus on cross-disciplinary
skills/proficiencies necessary for preparing our students well for a 21st century life that is increasingly complex and global. These “deep learning
proficiencies” (DLPs) are represented as 5c + s = dlp. They are the 5Cs: (1) Citizenship, (2) Critical Thinking and Problem Solving, (3) Creativity and
Innovation, (4) Communication, (5) Collaboration + S: Systems Thinking. CFSD developed a set of rubrics (K-2, 3-5, 6-8, and 9-12) for each DLP.

The rubrics were developed using a backward design process to define and prioritize the desired outcomes for each DLP. They provide a common
vocabulary and illustrate a continuum of performance. By design, the rubrics have not been aligned to any specific subject area; they are intended to be
contextualized within the academic content areas based on the performance area(s) being taught and assessed. In practice, this will mean that not every
performance area in each of the rubrics will be necessary in every lesson, unit, or assessment.

The CFSD rubric for Critical Thinking and Problem Solving was designed as a cross-disciplinary tool to support educators in teaching and assessing the
performance areas associated with this proficiency:
• Information and Discovery
• Analysis and Interpretation
• Reasoning
• Problem Solving/Solution Finding
• Self-regulation and Reflection

This tool is to be used primarily for formative instructional and assessment purposes; it is not intended to generate psychometrically valid, high stakes
assessment data typically associated with state and national testing. CFSD provides a variety of tools and templates to support the integration of Critical
Thinking and Problem Solving into units, lessons, and assessments. When designing units, teachers are encouraged to create authentic assessment
opportunities in which students can demonstrate mastery of content and the deep learning proficiencies at the same time.

The approach to teaching the performance areas in each rubric may vary by subject area because the way in which they are applied may differ based on the
field of study. Scientists, mathematicians, social scientists, engineers, artists, and musicians (for example), all collaborate, solve problems, and share their
findings or work within their professional communities. However, the way in which they approach their work, the tools used for collaboration, and the
format for communicating their findings may vary based on the profession. These discipline-specific expressions of the 5Cs + S may require some level of
customization based on the subject area.

Each rubric can also be used to provide students with an opportunity to self-assess the quality of their work in relation to the performance areas. Student-
friendly language or “I can” statements can be used by students to monitor and self-assess their progress toward established goals for each performance area.
The deep learning proficiencies (5Cs + S) are highly interconnected. For example, productive collaboration is contingent upon effective communication.
Efficient and effective problem solving often requires collaboration skills. Divergent and convergent thinking, traits of creativity and innovation, are directly
related to critical thinking. Our students will need to use a combination of proficiencies to solve problems in new contexts beyond the classroom. Therefore,
it is important to be clear about which proficiency and/or performance area(s) are the focus for student learning, and then to assist students in understanding
the connections between them and how they are mutually supportive.

© Catalina Foothills School District – 2014; Updated 2015 2

 Critical Thinking and Problem Solving – Grades K-2
5c + s = dlp
What does Score 1.0 – Score 4.0 mean in the rubrics?
The rubrics are intended to support student progress in mastering the deep learning proficiencies (DLPs). Four levels of performance are articulated in each
rubric: Score 1.0 (Novice), Score 2.0 (Basic), Score 3.0 (Proficient), and Score 4.0 (Advanced). The descriptions follow a growth model to support students
in developing their skills in each performance area. Scores 1.0 (Novice) and 2.0 (Basic) describe positive steps that students might take toward achieving
Score 3.0 (Proficient) or Score 4.0 (Advanced) performance. When using the rubrics to plan for instruction and assessment, teachers need to consider the
knowledge and skills described in the Score 2.0 column (Basic) to be embedded in the Score 3.0 (Proficient) and 4.0 (Advanced) performance. The Novice
level (Score 1.0) indicates that the student does not yet demonstrate the basic skills within the performance area, but that he/she exhibits related readiness
skills that are a stepping-stone to a higher level of proficiency. The descriptive rubrics were designed to illustrate students' depth of knowledge/skill at
various levels in order to facilitate the instructional and assessment process for all learners. The following descriptions explain the four levels on the rubric:

Score 1.0 (Novice): Describes student performance that demonstrates readiness skills for Score 2.0, but requires significant support.
Score 2.0 (Basic): Describes student performance that is approaching proficiency.
Score 3.0 (Proficient): Describes student performance that is proficient – the targeted expectations for each performance area of the DLP.
Score 4.0 (Advanced): Describes an exemplary performance that exceeds proficiency.

Sources
The following sources directly influenced the revision of CFSD’s rubrics:
Catalina Foothills School District. (2011, 2014). Rubrics for 21st century skills/deep learning proficiencies. Tucson, Arizona.
EdLeader21 (2013). 4Cs Rubrics. Tucson, Arizona. [Adaptations from 4Cs Rubrics]
Partnership for 21st Century Skills. (2009). P21 framework definitions. Washington, DC.
Rhodes, T. L. (Ed.) (2010). Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Association of American Colleges and
Universities: Washington D.C. [Adaptations from VALUE rubrics, VALUE Project]

© Catalina Foothills School District – 2014; Updated 2015 3


C RITICAL T HINKING
1.0
DLP PERFORMANCE Novice
AREA
The student may exhibit the
following readiness skills for
Score 2.0
Definition: Defines or describes
key concepts of inquiry
INFORMATION AND including “problem,” “inquiry,”
DISCOVERY “challenge,” “key question,” and
“research.”
Questioning: When presented
with a problem, investigation, or
challenge, uses provided
questions.
Information Gathering: When
presented with a problem,
investigation, or challenge, uses
information provided to answer
questions about the topic.
Organization: Defines or
describes key concepts of
ANALYSIS AND analysis including “similarities”
INTERPRETATION and “differences.”
Evaluation: Defines or describes
key concepts of analysis
including “sources” and “valid.”
Claim: Defines or describes key
concepts of reasoning such as
REASONING “conclusion” and “evidence.”
Support: Identifies facts and
details related to the problem,
investigation, or challenge.
© Catalina Foothills School District – 2014; Updated 2015
AND P ROBLEM S OLVING
2.0
Basic
When presented with a grade-
appropriate task, the student:
Definition: Identifies a problem,
challenge, question, or topic as
the focus of an inquiry.
Questioning: Chooses an
appropriate question from a set
of provided questions to guide
the focus of the inquiry.
Information Gathering: With
support, seeks information to
answer general questions about
the topic.
Organization: Uses provided
categories to organize
information.
Evaluation: Identifies patterns,
similarities, and/or differences in
teacher provided sources related
to the topic.
Claim: Chooses a conclusion
from a provided list that is
relevant to the general topic or
issue.
Support: Identifies facts and
details that support the
Critical Thinking and Problem Solving – Grades K-2
3.0
Proficient
In addition to Score 2.0, the
student:
Definition: Explains a problem,
challenge, question, or topic as
the focus of an inquiry.
Questioning: Develops general
questions related to the problem,
or challenge.
Identifies an important question
related to the inquiry.
Information Gathering: Seeks
information to answer a key
question about the topic.
Gathers information from a
provided source related to
specific inquiry questions.
Organization: Creates general
categories to organize
information.
Evaluation: With guidance,
selects reliable, valid sources to
evaluate patterns, similarities,
and differences related to the
topic.
Claim: Presents a reasonable
conclusion that is generally
relevant to the topic or issue and
connected to gathered or
provided information.
Support: Explains generally
5c + s = dlp
4.0
Advanced
In addition to Score 3.0, the
student may:
Definition: Provide details about
the problem or challenge that
expands the inquiry.
Questioning: Create specific
questions related to the problem,
investigation, or challenge;
determine a key question and
clarifying questions to guide the
inquiry.
Information Gathering: Gather
relevant information from
multiple sources related to
specific inquiry questions.
Organization: Use identified
patterns, similarities, and/or
differences to answer a hierarchy
of questions and potentially
unearth new questions.
Evaluation: Select reliable,
valid sources based on given
criteria to evaluate patterns,
similarities, and differences
related to the topic.
Claim: Provide an explanation
for the conclusion.
Support: Cite specific evidence
to support the conclusion.
4

Propose Solutions: Defines or
describes key concepts of
PROBLEM SOLVING/ problem solving such as
SOLUTION FINDING “solution,” “results,” and
“effect.”
Evaluate Potential Solutions:
Compares the attributes of an
effective and ineffective solution
to a problem with support.
Reflect: Defines or describes
key concepts of self-regulation
SELF-REGULATION including “critical thinker.”
AND REFLECTION
Plan: Defines or describes key
concepts of planning including
“goal” and “improvement.”
Mindset: Defines or describes
key concepts of mindset
including “effort,” “growth,” and
“success.”
© Catalina Foothills School District – 2014; Updated 2015
conclusion.
Propose Solutions: Chooses a
solution from a list of provided
solutions to a problem.
Evaluate Potential Solutions:
Explains the potential effects of a
provided solution to a problem or
a given approach to meet a
challenge.
Reflect: Describes specific traits
of a critical thinker and problem
solver.
Plan: Uses a given structure to
set a general goal.
Mindset: Understands the
relationship between effort and
success (for example: “The
harder I work at this, the better
I’ll be at it”; “I will work harder
in this class from now on.”).
Critical Thinking and Problem Solving – Grades K-2
relevant evidence to support a
conclusion.
Propose Solutions: Presents a
solution that generally connects
to the problem, situation, or
challenge that is the focus of
inquiry.
Evaluate Potential Solutions:
Tests possible solutions.
Compares the effectiveness of
different solutions to a problem.
Reflect: Describes own thought
process using provided criteria
and/or descriptors.
Explains reasonableness of a
solution or identifies errors in the
problem solving process.
Plan: Uses a given structure to
set a specific goal for
improvement.
Mindset: Demonstrates a desire
to improve (for example:
employs more practice, sets
goals for improvement, asks for
help from others instead of
giving up).
5c + s = dlp
Propose Solutions: Propose a
plausible solution or approach
with a rationale to the problem,
investigation, or challenge.
Evaluate Potential Solutions:
Explain the potential
effectiveness of a proposed
solution or approach.
Test proposed solution and use
provided criteria (for example:
teacher-generated or class-
generated criteria for success) to
eliminate ineffective solutions or
approaches.
Reflect: Evaluate strengths and
weaknesses in one’s own
thinking and reasoning; develop
possible strategies to improve the
process or ability to solve
problems.
Plan: Select a specific strategy
that could effectively improve
future processes or outcomes.
Mindset: Demonstrate a growth
mindset (the belief that one can
“get smarter” at critical thinking
through effective effort) in
response to setbacks and
challenges (for example: persists
when working on a difficult task,
takes risk in the learning
process, accepts and uses
feedback, is comfortable making
mistakes.).
5
 CRITICAL THINKING AND PROBLEM
SOLVING RUBRIC
GRADES 3-5

CATALINA FOOTHILLS SCHOOL DISTRICT

TUCSON, ARIZONA
 
 Critical Thinking and Problem Solving – Grades 3-5
5c + s = dlp
General Description and Suggestions for Use
The Catalina Foothills School District (CFSD) strategic plan, Envision21: Deep Learning, forms the basis for a fresh focus on cross-disciplinary
skills/proficiencies necessary for preparing our students well for a 21st century life that is increasingly complex and global. These “deep learning
proficiencies” (DLPs) are represented as 5c + s = dlp. They are the 5Cs: (1) Citizenship, (2) Critical Thinking and Problem Solving, (3) Creativity and
Innovation, (4) Communication, (5) Collaboration + S: Systems Thinking. CFSD developed a set of rubrics (K-2, 3-5, 6-8, and 9-12) for each DLP.

The rubrics were developed using a backward design process to define and prioritize the desired outcomes for each DLP. They provide a common
vocabulary and illustrate a continuum of performance. By design, the rubrics have not been aligned to any specific subject area; they are intended to be
contextualized within the academic content areas based on the performance area(s) being taught and assessed. In practice, this will mean that not every
performance area in each of the rubrics will be necessary in every lesson, unit, or assessment.

The CFSD rubric for Critical Thinking and Problem Solving was designed as a cross-disciplinary tool to support educators in teaching and assessing the
performance areas associated with this proficiency:
• Information and Discovery
• Analysis and Interpretation
• Reasoning
• Problem Solving/Solution Finding
• Self-regulation and Reflection

This tool is to be used primarily for formative instructional and assessment purposes; it is not intended to generate psychometrically valid, high stakes
assessment data typically associated with state and national testing. CFSD provides a variety of tools and templates to support the integration of Critical
Thinking and Problem Solving into units, lessons, and assessments. When designing units, teachers are encouraged to create authentic assessment
opportunities in which students can demonstrate mastery of content and the deep learning proficiencies at the same time.

The approach to teaching the performance areas in each rubric may vary by subject area because the way in which they are applied may differ based on the
field of study. Scientists, mathematicians, social scientists, engineers, artists, and musicians (for example), all collaborate, solve problems, and share their
findings or work within their professional communities. However, the way in which they approach their work, the tools used for collaboration, and the
format for communicating their findings may vary based on the profession. These discipline-specific expressions of the 5Cs + S may require some level of
customization based on the subject area. Each rubric can also be used to provide students with an opportunity to self-assess the quality of their work in
relation to the performance areas. Student-friendly language or “I can” statements can be used by students to monitor and self-assess their progress toward
established goals for each performance area.

The deep learning proficiencies (5Cs + S) are highly interconnected. For example, productive collaboration is contingent upon effective communication.
Efficient and effective problem solving often requires collaboration skills. Divergent and convergent thinking, traits of creativity and innovation, are directly
related to critical thinking. Our students will need to use a combination of proficiencies to solve problems in new contexts beyond the classroom. Therefore,
it is important to be clear about which proficiency and/or performance area(s) are the focus for student learning, and then to assist students in understanding
the connections between them and how they are mutually supportive.

© Catalina Foothills School District – 2014; Updated 2015 1  

 Critical Thinking and Problem Solving – Grades 3-5
5c + s = dlp
What does Score 1.0 – Score 4.0 mean in the rubrics?
The rubrics are intended to support student progress in mastering the deep learning proficiencies (DLPs). Four levels of performance are articulated in each
rubric: Score 1.0 (Novice), Score 2.0 (Basic), Score 3.0 (Proficient), and Score 4.0 (Advanced). The descriptions follow a growth model to support students
in developing their skills in each performance area. Scores 1.0 (Novice) and 2.0 (Basic) describe positive steps that students might take toward achieving
Score 3.0 (Proficient) or Score 4.0 (Advanced) performance. When using the rubrics to plan for instruction and assessment, teachers need to consider the
knowledge and skills described in the Score 2.0 column (Basic) to be embedded in the Score 3.0 (Proficient) and 4.0 (Advanced) performance. The Novice
level (Score 1.0) indicates that the student does not yet demonstrate the basic skills within the performance area, but that he/she exhibits related readiness
skills that are a stepping-stone to a higher level of proficiency. The descriptive rubrics were designed to illustrate students' depth of knowledge/skill at
various levels in order to facilitate the instructional and assessment process for all learners. The following descriptions explain the four levels on the rubric:
Score 1.0 (Novice): Describes student performance that demonstrates readiness skills for Score 2.0, but requires significant support.
Score 2.0 (Basic): Describes student performance that is approaching proficiency.
Score 3.0 (Proficient): Describes student performance that is proficient – the targeted expectations for each performance area of the DLP.
Score 4.0 (Advanced): Describes an exemplary performance that exceeds proficiency.

Sources
The following sources directly influenced the revision of CFSD’s rubrics:
Catalina Foothills School District. (2011, 2014). Rubrics for 21st century skills/deep learning proficiencies. Tucson, Arizona.
EdLeader21 (2013). 4Cs Rubrics. Tucson, Arizona. [Adaptations from 4Cs Rubrics]
Partnership for 21st Century Skills. (2009). P21 framework definitions. Washington, DC.
Rhodes, T. L. (Ed.) (2010). Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Association of American Colleges and
Universities: Washington D.C. [Adaptations from VALUE rubrics, VALUE Project]

© Catalina Foothills School District – 2014; Updated 2015 2  


C RITICAL T HINKING
1.0
Novice
DLP PERFORMANCE
AREA The student may exhibit the
following readiness skills for
Score 2.0
Definition: With guidance,
identifies the problem,
investigation, or challenge.
INFORMATION AND Questioning: Identifies
DISCOVERY questions related to the topic
from provided examples.
Information Gathering: Uses
information provided to answer
questions about the topic.
Organization: Uses categories
provided to organize
information.
ANALYSIS AND Evaluation: Defines different
INTERPRETATION types of information (for
example: anecdotal, statistical,
expert).
© Catalina Foothills School District – 2014; Updated 2015
AND P ROBLEM S OLVING
2.0
Basic
When presented with a grade-
appropriate task, the student:
Definition: Identifies the
problem, investigation, or
challenge.
Questioning: Formulates
general questions related to the
topic.
Information Gathering: Seeks
information to answer general
questions about the topic using
provided materials.
Organization: Creates
categories for information.
Evaluation: Uses provided
criteria to evaluate information
and/or conclusions.
Critical Thinking and Problem Solving – Grades 3-5
3.0
Proficient
In addition to Score 2.0, the
student:
Definition: Clearly explains the
problem, investigation, or
challenge.
Questioning: Creates factual
questions related to the problem,
investigation, or challenge.
Identifies a key question or set of
questions to guide the inquiry.
Information Gathering:
Gathers relevant information
from multiple sources related to
specific questions.
Selects credible sources with
guidance.
Organization: Classifies and
compares information.
Organizes relevant information
(facts and/or conclusions) into
logical groups.
Evaluation: Uses appropriate
criteria to evaluate information,
conclusions, and/or the sources’
opinions (for example: accuracy,
relevance, timeliness, point of
view); determines what type of
information will be most
5c + s = dlp
4.0
Advanced
In addition to Score 3.0, the
student may:
Definition: Make connections to
prior knowledge and/or authentic
contexts that expand the
understanding of the issue or
problem.
Questioning: Create open-ended
questions related to the problem,
investigation, or challenge to
deepen the inquiry.
Information Gathering:
Determine which information
will be most effective in
answering the inquiry question(s)
(for example: what is interesting
vs. what is important or
relevant).
Evaluate and select credible
sources.
Organization: Organize and
prioritize relevant information
(facts and/or conclusions) to
reveal important patterns,
differences, or similarities
related to focus.
Evaluation: Independently
establish appropriate criteria by
which to evaluate information,
conclusions, and/or the sources’
opinions.
Synthesize different types of
3

Claim: Identifies a conclusion
from a provided set of potential
conclusions.
REASONING Support: Identifies facts and
details that support the
conclusion.
Propose Solutions: Chooses an
approach or solution for a
problem from a list of provided
possibilities.
PROBLEM SOLVING/
SOLUTION FINDING Evaluate Potential Solutions:
Explains the potential effects of a
provided solution to a problem or
a given approach to meet a
challenge.
Reflect: Identifies the traits of a
critical thinker and problem
solver.
SELF-REGULATION Plan: Uses a given structure to
set a general goal.
AND REFLECTION
Mindset: Understands the
relationship between effort and
success (for example: “The
harder I work at this, the better
I’ll be at it”; “I will work harder
in this class from now on.”).
© Catalina Foothills School District – 2014; Updated 2015
Claim: Presents a conclusion
relevant to the general topic or
issue.
Support: Explains facts, details,
and/or conclusions related to the
problem, investigation, or
challenge.
Propose Solutions: Explains an
approach to meet a challenge or
how to find a potential solution
to a problem.
Evaluate Potential Solutions:
Compares the attributes of an
effective and ineffective solution
to a problem.
Reflect: Describes own thought
process using provided criteria to
identify errors in the thinking or
problem-solving process.
Identifies individual strengths
and weaknesses in the product
and/or thinking or problem-
solving process.
Plan: Uses a given structure to
set a specific goal to improve a
thinking or reasoning skill.
Critical Thinking and Problem Solving – Grades 3-5
effective.
Identifies strengths and
weaknesses of information,
conclusions, and/or opinions.
Claim: Presents relevant
conclusions that illustrate
understanding of the basic
concepts of the topic or issue.
Support: Provides an
explanation for the conclusion,
citing evidence from research
and/or available information.
Propose Solutions: Proposes
and explains a plausible solution
with a rationale to the problem or
an approach to meet a challenge.
Evaluate Potential Solutions:
Explains the potential
effectiveness of a proposed
solution or approach.
Tests proposed solutions or
approaches and uses criteria to
eliminate those that are
ineffective.
Reflect: Evaluates strengths and
weaknesses in one’s own
thinking and reasoning.
Develops possible strategies to
improve the process or ability to
solve problems.
Plan: Matches a specific strategy
to a goal for improvement in
thinking or reasoning.
Mindset: Demonstrates a growth
mindset (the belief that one can
5c + s = dlp
information, demonstrating a
deeper understanding of the issue
or problem.
Make changes to conclusions
based on interpretations.
Claim: Present logical
conclusions that illustrate
understanding of complex
aspects of the topic or issue.
Support: Provides a rationale
for the conclusion, including
consideration of opposing
viewpoints.
Propose Solutions: Accurately
analyze the relative effectiveness
of proposed solutions or
approaches, using relevant well-
developed criteria.
Evaluate Potential Solutions:
Revise proposed solution or
approach based on feedback
from peers or other evaluators.
Reflect: Solicit feedback to
improve one’s own thinking and
reasoning process.
Plan: Make a plan or set goals
for future problem solving based
on identified errors in the
thinking or problem solving
process.
Mindset: Proactively improve
own areas of weakness by
employing effective strategies to
increase growth mindset (for
4

Mindset: Demonstrates a desire
to improve (for example:
employs more practice, sets
goals for improvement, asks for
help from others instead of
giving up).
© Catalina Foothills School District – 2014; Updated 2015
Critical Thinking and Problem Solving – Grades 3-5
5c + s = dlp
“get smarter” at critical thinking example: perseverance, taking
through effective effort) in risks, effective decision-making,
response to setbacks and using others’ feedback).
challenges (for example: persists
when working on difficult tasks,
takes risks in the learning
process, accepts and uses
feedback/criticism, is
comfortable making mistakes).
5
 CRITICAL THINKING AND PROBLEM
SOLVING RUBRIC
GRADES 6-8

CATALINA FOOTHILLS SCHOOL DISTRICT

TUCSON, ARIZONA
 
 Critical Thinking and Problem Solving – Grades 6-8
5c + s = dlp

General Description and Suggestions for Use

The Catalina Foothills School District (CFSD) strategic plan, Envision21: Deep Learning, forms the basis for a fresh focus on cross-disciplinary
skills/proficiencies necessary for preparing our students well for a 21st century life that is increasingly complex and global. These “deep learning
proficiencies” (DLPs) are represented as 5c + s = dlp. They are the 5Cs: (1) Citizenship, (2) Critical Thinking and Problem Solving, (3) Creativity and
Innovation, (4) Communication, (5) Collaboration + S: Systems Thinking. CFSD developed a set of rubrics (K-2, 3-5, 6-8, and 9-12) for each DLP.

The rubrics were developed using a backward design process to define and prioritize the desired outcomes for each DLP. They provide a common
vocabulary and illustrate a continuum of performance. By design, the rubrics have not been aligned to any specific subject area; they are intended to be
contextualized within the academic content areas based on the performance area(s) being taught and assessed. In practice, this will mean that not every
performance area in each of the rubrics will be necessary in every lesson, unit, or assessment.

The CFSD rubric for Critical Thinking and Problem Solving was designed as a cross-disciplinary tool to support educators in teaching and assessing the
performance areas associated with this proficiency:
• Information and Discovery
• Analysis and Interpretation
• Reasoning
• Problem Solving/Solution Finding
• Self-regulation and Reflection

This tool is to be used primarily for formative instructional and assessment purposes; it is not intended to generate psychometrically valid, high stakes
assessment data typically associated with state and national testing. CFSD provides a variety of tools and templates to support the integration of Critical
Thinking and Problem Solving into units, lessons, and assessments. When designing units, teachers are encouraged to create authentic assessment
opportunities in which students can demonstrate mastery of content and the deep learning proficiencies at the same time.

The approach to teaching the performance areas in each rubric may vary by subject area because the way in which they are applied may differ based on the
field of study. Scientists, mathematicians, social scientists, engineers, artists, and musicians (for example), all collaborate, solve problems, and share their
findings or work within their professional communities. However, the way in which they approach their work, the tools used for collaboration, and the
format for communicating their findings may vary based on the profession. These discipline-specific expressions of the 5Cs + S may require some level of
customization based on the subject area. Each rubric can also be used to provide students with an opportunity to self-assess the quality of their work in
relation to the performance areas. Student-friendly language or “I can” statements can be used by students to monitor and self-assess their progress toward
established goals for each performance area.

The deep learning proficiencies (5Cs + S) are highly interconnected. For example, productive collaboration is contingent upon effective communication.
Efficient and effective problem solving often requires collaboration skills. Divergent and convergent thinking, traits of creativity and innovation, are directly
related to critical thinking. Our students will need to use a combination of proficiencies to solve problems in new contexts beyond the classroom. Therefore,
it is important to be clear about which proficiency and/or performance area(s) are the focus for student learning, and then to assist students in understanding
the connections between them and how they are mutually supportive.

© Catalina Foothills School District – 2014; Updated 2015 1  

*Alternate or opposing claims/viewpoints are required beginning in 7th grade.
 Critical Thinking and Problem Solving – Grades 6-8
5c + s = dlp

What does Score 1.0 – Score 4.0 mean in the rubrics?

The rubrics are intended to support student progress in mastering the deep learning proficiencies (DLPs). Four levels of performance are articulated in each
rubric: Score 1.0 (Novice), Score 2.0 (Basic), Score 3.0 (Proficient), and Score 4.0 (Advanced). The descriptions follow a growth model to support students
in developing their skills in each performance area. Scores 1.0 (Novice) and 2.0 (Basic) describe positive steps that students might take toward achieving
Score 3.0 (Proficient) or Score 4.0 (Advanced) performance. When using the rubrics to plan for instruction and assessment, teachers need to consider the
knowledge and skills described in the Score 2.0 column (Basic) to be embedded in the Score 3.0 (Proficient) and 4.0 (Advanced) performance. The Novice
level (Score 1.0) indicates that the student does not yet demonstrate the basic skills within the performance area, but that he/she exhibits related readiness
skills that are a stepping-stone to a higher level of proficiency. The descriptive rubrics were designed to illustrate students' depth of knowledge/skill at
various levels in order to facilitate the instructional and assessment process for all learners. The following descriptions explain the four levels on the rubric:

Score 1.0 (Novice): Describes student performance that demonstrates readiness skills for Score 2.0, but requires significant support.
Score 2.0 (Basic): Describes student performance that is approaching proficiency.
Score 3.0 (Proficient): Describes student performance that is proficient – the targeted expectations for each performance area of the DLP.
Score 4.0 (Advanced): Describes an exemplary performance that exceeds proficiency.

Sources
The following sources directly influenced the revision of CFSD’s rubrics:
Catalina Foothills School District. (2011, 2014). Rubrics for 21st century skills/deep learning proficiencies. Tucson, Arizona.
EdLeader21 (2013). 4Cs Rubrics. Tucson, Arizona. [Adaptations from 4Cs Rubrics]
Partnership for 21st Century Skills. (2009). P21 framework definitions. Washington, DC.
Rhodes, T. L. (Ed.) (2010). Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Association of American Colleges and
Universities: Washington D.C. [Adaptations from VALUE rubrics, VALUE Project]

© Catalina Foothills School District – 2014; Updated 2015 2  

*Alternate or opposing claims/viewpoints are required beginning in 7th grade.

C R I T I C A L T H IN K IN G
1.0
Novice
DLP PERFORMANCE The student may exhibit the
AREA following readiness skills for
Score 2.0
Definition: Uses information
provided to answer questions
provided about the topic.
INFORMATION AND Questioning: Uses provided
DISCOVERY question stems to formulate
questions related to the topic.
Information Gathering: Uses
provided information to answer
questions about the topic.
Organization: Identifies and
lists different types of evidence
(for example: anecdotal,
statistical, expert).
ANALYSIS AND
Evaluation: Defines the general
INTERPRETATION
components of an argument (for
example: claims, evidence,
explanations or reasoning).
© Catalina Foothills School District – 2014; Updated 2015
*Alternate or opposing claims/viewpoints are required beginning in 7th grade.
AND P R O B L E M S O L V IN G
2.0
Basic
When presented with a grade-
appropriate task, the student:
Definition: Identifies the
problem, investigation, or
challenge.
Questioning: Formulates
general questions related to the
topic.
Information Gathering: Seeks
information to answer general
questions about the topic.
Organization: Compares and
classifies information.
Evaluation: Uses pre-
determined criteria to evaluate
different types of information.
Identifies components of a given
argument.
Critical Thinking and Problem Solving – Grades 6-8
3.0
Proficient
In addition to Score 2.0, the
student:
Definition: Explains the
problem, investigation, or
challenge.
Questioning: Formulates
questions that help reveal
important aspects of or
information about the problem,
investigation, or challenge.
Information Gathering: Selects
information from multiple,
credible sources related to the
questions.
Organization: Selects important
and relevant information to
support the argument, claim/
conclusion.
Establishes appropriate criteria
by which to evaluate information
(for example: accuracy,
relevance, timeliness).
Evaluation: Identifies strengths
and weaknesses of each
component of an argument
(claims, evidence, explanations,
or reasoning).
5c + s = dlp
4.0
Advanced
In addition to Score 3.0, the
student may:
Definition: Clearly explain the
problem, investigation, or
challenge, providing details that
exemplify the issue or situation.
Questioning: Develop and refine
an initial set of questions related
to the problem, investigation, or
challenge.
Prioritize key question(s) on
which to focus; use questions to
provide a solid foundation for
inquiry.
Information Gathering: Select
information that is sufficient in
terms of quantity, diversity, and
relevance to inquiry questions.
Organization: Organize and
prioritize information to reveal
important patterns, differences,
or similarities related to focus.
Evaluation: Evaluate the
sources of evidence, the accuracy
and relevance of information,
and the strengths of arguments.
3

Claim: Defines or describes
“perspective,” “point of view,”
and “bias.”
REASONING Support: Identifies facts and
details related to the problem,
investigation, or challenge.
Propose Solutions: Describes a
given solution to a problem or
approach to meet a challenge.
PROBLEM SOLVING/ Evaluate Potential Solutions:
SOLUTION FINDING Explains the effectiveness of a
provided solution to a problem,
or a given approach to meet a
challenge.
Reflect: Identifies the traits of a
critical thinker and problem
solver (for example: applies
criteria, looks at different points
SELF-REGULATION of view, identifies assumptions,
AND REFLECTION
evaluates information gathered,
makes reasoned judgments).
Plan: Identifies critical thinking
and problem solving skills that
can be improved with practice.
Mindset: Understands the
relationship between effort and
© Catalina Foothills School District – 2014; Updated 2015
*Alternate or opposing claims/viewpoints are required beginning in 7th grade.
Claim: Presents a claim/
conclusion relevant to the topic
or issue.
Support: Identifies evidence
related to the problem,
investigation, or challenge.
Propose Solutions: Identifies an
approach to meet the challenge
or a potential solution to the
problem.
Evaluate Potential Solutions:
Uses criteria to eliminate
ineffective solutions or
approaches.
Explains the relative
effectiveness of proposed
solutions or approaches.
Reflect: Identifies strengths and
weaknesses in one’s own
thinking, reasoning, and critical
thinking dispositions.
Plan: Explains how individual
actions can influence the
problem-solving process.
Mindset: Demonstrates a desire
to improve (for example:
employs more practice, sets
goals for improvement, asks for
help from others instead of
Critical Thinking and Problem Solving – Grades 6-8
Claim: Presents relevant claims/
conclusions regarding how to
solve the problem, meet the
challenge, answer the question,
etc. that illustrate understanding
of basic concepts of the topic or
issue.
Support: Provides explanations,
citing relevant evidence for
conclusions drawn.
Propose Solutions: Proposes
plausible solutions to the
problem or approaches to meet
the challenge.
Evaluate Potential Solutions:
Explains the strengths and
weaknesses of proposed
solutions or approaches.
Tests selected solution or
approach.
Reflect: Explains how strengths
and weaknesses in one’s own
thinking, reasoning, and critical
thinking dispositions may have
affected the process or outcome.
Plan: Uses established criteria to
identify and prioritize errors in
the thinking or problem-solving
process.
Mindset: Demonstrates a growth
mindset (the belief that one can
“get smarter” at critical thinking
5c + s = dlp
Claim: Present logical
conclusions regarding how to
solve the problem, meet the
challenge, answer the question,
etc., that illustrate understanding
of the complexity of the topic or
issue, including opposing
viewpoints* and identification of
consequences and implications.
Support: Provide clear
explanations, citing sufficient
evidence for conclusions drawn.
Propose Solutions: Present
alternate solutions to a problem
or approaches to meet a
challenge that attends to different
aspects of the problem or
challenge.
Evaluate Potential Solutions:
Use relevant criteria to eliminate
ineffective solutions or
approaches and select those that
are plausible.
Put selected alternatives through
trials to determine their utility.
Reflect: Accurately analyze and
question one’s own thinking,
reasoning, and critical thinking
dispositions.
Plan: Identify factors that affect
one’s objectivity or rationality
(for example: prejudices,
disposition, etc.); revise own
thinking when the evidence
points to other possibilities.
Mindset: Proactively improve
own areas of weakness by
4

success (for example: “The
harder I work at this, the better
I’ll be at it”; “I will work harder
in this class from now on.”).
© Catalina Foothills School District – 2014; Updated 2015
*Alternate or opposing claims/viewpoints are required beginning in 7th grade.
Critical Thinking and Problem Solving – Grades 6-8
giving up). through effective effort) in
response to setbacks and
challenges (for example: persists
when working on difficult tasks,
takes risks in the learning
process, accepts and uses
feedback/criticism, is
comfortable making mistakes).
5c + s = dlp
employing effective strategies to
increase growth mindset (for
example: perseverance, taking
risks, effective decision-making,
using others’ feedback).
5
 CRITICAL THINKING AND PROBLEM
SOLVING RUBRIC
GRADES 9-12

CATALINA FOOTHILLS SCHOOL DISTRICT

TUCSON, ARIZONA
 
 Critical Thinking and Problem Solving – Grades 9-12
5c + s = dlp
General Description and Suggestions for Use
The Catalina Foothills School District (CFSD) strategic plan, Envision21: Deep Learning, forms the basis for a fresh focus on cross-disciplinary
skills/proficiencies necessary for preparing our students well for a 21st century life that is increasingly complex and global. These “deep learning
proficiencies” (DLPs) are represented as 5c + s = dlp. They are the 5Cs: (1) Citizenship, (2) Critical Thinking and Problem Solving, (3) Creativity and
Innovation, (4) Communication, (5) Collaboration + S: Systems Thinking. CFSD developed a set of rubrics (K-2, 3-5, 6-8, and 9-12) for each DLP.

The rubrics were developed using a backward design process to define and prioritize the desired outcomes for each DLP. They provide a common
vocabulary and illustrate a continuum of performance. By design, the rubrics have not been aligned to any specific subject area; they are intended to be
contextualized within the academic content areas based on the performance area(s) being taught and assessed. In practice, this will mean that not every
performance area in each of the rubrics will be necessary in every lesson, unit, or assessment.

The CFSD rubric for Critical Thinking and Problem Solving was designed as a cross-disciplinary tool to support educators in teaching and assessing the
performance areas associated with this proficiency:
• Information and Discovery
• Analysis and Interpretation
• Reasoning
• Problem Solving/Solution Finding
• Self-regulation and Reflection

This tool is to be used primarily for formative instructional and assessment purposes; it is not intended to generate psychometrically valid, high stakes
assessment data typically associated with state and national testing. CFSD provides a variety of tools and templates to support the integration of Critical
Thinking and Problem Solving into units, lessons, and assessments. When designing units, teachers are encouraged to create authentic assessment
opportunities in which students can demonstrate mastery of content and the deep learning proficiencies at the same time.

The approach to teaching the performance areas in each rubric may vary by subject area because the way in which they are applied may differ based on the
field of study. Scientists, mathematicians, social scientists, engineers, artists, and musicians (for example), all collaborate, solve problems, and share their
findings or work within their professional communities. However, the way in which they approach their work, the tools used for collaboration, and the
format for communicating their findings may vary based on the profession. These discipline-specific expressions of the 5Cs + S may require some level of
customization based on the subject area. Each rubric can also be used to provide students with an opportunity to self-assess the quality of their work in
relation to the performance areas. Student-friendly language or “I can” statements can be used by students to monitor and self-assess their progress toward
established goals for each performance area.

The deep learning proficiencies (5Cs + S) are highly interconnected. For example, productive collaboration is contingent upon effective communication.
Efficient and effective problem solving often requires collaboration skills. Divergent and convergent thinking, traits of creativity and innovation, are directly
related to critical thinking. Our students will need to use a combination of proficiencies to solve problems in new contexts beyond the classroom. Therefore,
it is important to be clear about which proficiency and/or performance area(s) are the focus for student learning, and then to assist students in understanding
the connections between them and how they are mutually supportive.

© Catalina Foothills School District – 2014; Updated 2015 1  

 Critical Thinking and Problem Solving – Grades 9-12
5c + s = dlp
What does Score 1.0 – Score 4.0 mean in the rubrics?
The rubrics are intended to support student progress in mastering the deep learning proficiencies (DLPs). Four levels of performance are articulated in each
rubric: Score 1.0 (Novice), Score 2.0 (Basic), Score 3.0 (Proficient), and Score 4.0 (Advanced). The descriptions follow a growth model to support students
in developing their skills in each performance area. Scores 1.0 (Novice) and 2.0 (Basic) describe positive steps that students might take toward achieving
Score 3.0 (Proficient) or Score 4.0 (Advanced) performance. When using the rubrics to plan for instruction and assessment, teachers need to consider the
knowledge and skills described in the Score 2.0 column (Basic) to be embedded in the Score 3.0 (Proficient) and 4.0 (Advanced) performance. The Novice
level (Score 1.0) indicates that the student does not yet demonstrate the basic skills within the performance area, but that he/she exhibits related readiness
skills that are a stepping-stone to a higher level of proficiency. The descriptive rubrics were designed to illustrate students' depth of knowledge/skill at
various levels in order to facilitate the instructional and assessment process for all learners. The following descriptions explain the four levels on the rubric:
Score 1.0 (Novice): Describes student performance that demonstrates readiness skills for Score 2.0, but requires significant support.
Score 2.0 (Basic): Describes student performance that is approaching proficiency.
Score 3.0 (Proficient): Describes student performance that is proficient – the targeted expectations for each performance area of the DLP.
Score 4.0 (Advanced): Describes an exemplary performance that exceeds proficiency.

Sources
The following sources directly influenced the revision of CFSD’s rubrics:
Catalina Foothills School District. (2011, 2014). Rubrics for 21st century skills/deep learning proficiencies. Tucson, Arizona.
EdLeader21 (2013). 4Cs Rubrics. Tucson, Arizona. [Adaptations from 4Cs Rubrics]
Partnership for 21st Century Skills. (2009). P21 framework definitions. Washington, DC.
Rhodes, T. L. (Ed.) (2010). Assessing Outcomes and Improving Achievement: Tips and Tools for Using Rubrics. Association of American Colleges and
Universities: Washington D.C. [Adaptations from VALUE rubrics, VALUE Project]

© Catalina Foothills School District – 2014; Updated 2015 2  


C RITICAL T HINKING
1.0
Novice
DLP PERFORMANCE The student may exhibit the
AREA following readiness skills for
Score 2.0
Definition: Identifies a problem,
investigation, or challenge.
Questioning: Formulates
INFORMATION AND general questions about a topic.
DISCOVERY
Information Gathering:
Identifies information to answer
questions about a topic.
Organization: Creates
categories to organize
information; lists the
information.
ANALYSIS AND
Evaluation: Identifies
INTERPRETATION
information within sources that
is relevant to the problem,
investigation, or challenge.
© Catalina Foothills School District – 2014; Updated 2015
AND P ROBLEM S OLVING
2.0
Basic
When presented with a grade-
appropriate task, the student:
Definition: Explains the
problem, investigation, or
challenge.
Questioning: Formulates
questions that help reveal
important aspects of or
information about the problem,
investigation, or challenge.
Information Gathering:
Gathers information related to
the inquiry questions.
Organization: Classifies and
compares information,
organizing information into
logical groups.
Evaluation: Identifies aspects of
sources that reveal source
credibility.
Establishes criteria by which to
evaluate information (for
Critical Thinking and Problem Solving – Grades 9-12
3.0
Proficient
In addition to Score 2.0, the
student:
Definition: Clearly explains the
problem, investigation, or
challenge, providing details that
exemplify the issue or situation.
Questioning: Develops and
refines an initial set of questions
related to the problem,
investigation, or challenge.
Prioritizes key question(s) on
which to focus. The questions
provide a solid foundation for
inquiry.
Information Gathering:
Gathers information from
diverse, relevant, timely, and
credible sources, using a variety
of collection methods.
Organization: Identifies
characteristics that create
meaningful comparisons.
Organizes and prioritizes
evidence to reveal important
patterns, differences, or
similarities related to the focus.
Evaluation: Evaluates the
sources of information, the
accuracy, and relevance of
5c + s = dlp
4.0
Advanced
In addition to Score 3.0, the
student may:
Definition: Describe the
problem, investigation, or
challenge in-depth by examining
it through various lenses (for
example: ethical, cultural,
social, political, economic,
systems thinking, etc.) or by
identifying multiple facets of the
topic.
Questioning: Generate thought-
provoking inquiry questions,
carefully phrasing them to
influence the depth, quality, and
value of the information
obtained through the
investigation.
Information Gathering:
Analyze information gathered
from the intended audience for
the solution to the problem,
including expectations for and
constraints on the solution.
Organization: Clearly and
accurately select, categorize, and
classify a wide variety of
information (for example:
significant experiences,
situations, data, events,
judgments, beliefs, rules, and/or
procedures, and/or criteria).
Organize and synthesize
information to reveal insightful
3

Claim: Reaches a conclusion
relevant to the problem,
REASONING challenge, and/or question.
Support: Identifies evidence
related to the problem,
investigation, and/or challenge.
Propose Solutions: Describes a
possible approach to solve a
problem or to meet a challenge.
PROBLEM SOLVING/ Evaluate Potential Solutions:
SOLUTION FINDING Predicts the effectiveness of a
provided solution to a problem
or a given approach to meet a
challenge.
Reflect: Identifies the traits of a
critical thinker and problem
SELF-REGULATION solver (for example: applies
AND REFLECTION criteria, looks at different points
of view, identifies assumptions,
© Catalina Foothills School District – 2014; Updated 2015
example: accuracy, timeliness,
authority, etc.).
Claim: Presents clear and
specific conclusions regarding
how to solve the problem, meet
the challenge, and/or answer the
question, etc. that illustrate
understanding of simple or basic
concepts of the topic or issue.
Support: Provides explanations,
citing evidence for conclusions
drawn.
Propose Solutions: Identifies
multiple potential solutions to
the problem or approaches to
meet the challenge.
Evaluate Potential Solutions:
Predicts the relative
effectiveness of proposed
solutions or approaches in order
to eliminate ineffective solutions
or approaches.
Reflect: Identifies strengths and
weaknesses in one’s own
thinking, reasoning, and critical
thinking dispositions.
Critical Thinking and Problem Solving – Grades 9-12
information
Claim: Presents logical
conclusions regarding how to
solve the problem, meet the
challenge, and/or answer the
question, etc., that illustrate
understanding of the complexity
of the topic or issue, including
opposing viewpoints and
identification of consequences
and implications.
Support: Provides clear
explanations, linking sufficient
and varied evidence relevant to
the conclusion.
Propose Solutions: Identifies a
sufficient number of plausible
solutions to the problem or
approaches to meet the
challenge.
Evaluate Potential Solutions:
Uses relevant criteria to
eliminate ineffective solutions or
approaches and selects those that
are plausible.
Puts selected alternatives
through trials to determine their
utility.
Reflect: Explains how strengths
and weaknesses in one’s own
thinking, reasoning, and critical
thinking dispositions may have
5c + s = dlp
patterns, differences, or
similarities related to focus.
Evaluation: Reconcile
contradictory information from
multiple sources.
Claim: Synthesize diverse
informational sources to draw
logical conclusions that are not
immediately obvious.
Support: Explain the rationale
for conclusions through
sophisticated uses of inductive
and/or deductive reasoning.
Propose Solutions: Identify
multiple, innovative, plausible
solutions to the problem or
approaches to meet the
challenge.
Evaluate Potential Solutions:
Provide a thorough assessment
of each solution or approach
based upon identified criteria.
Engage in effective, thorough
trials of a wide variety of
proposed solutions to develop
and demonstrate an in-depth
understanding of the problem or
challenge and ways to address it.
Reflect: Accurately analyze and
question one’s own thinking,
reasoning, and critical thinking
dispositions.
4

evaluates information gathered,
makes reasoned judgments).
Plan: Identifies critical thinking
and problem solving skills that
can be improved with practice.
Mindset: Understands the
relationship between effort and
success (for example: “The
harder I work at this, the better
I’ll be at it”; “I will work harder
in this class from now on.”).
© Catalina Foothills School District – 2014; Updated 2015
Plan: Explains how individual
actions can influence the
problem-solving process.
Mindset: Demonstrates a desire
to improve (for example:
employs more practice, sets
goals for improvement, asks for
help from others instead of
giving up).
Critical Thinking and Problem Solving – Grades 9-12
5c + s = dlp
affected the process or outcome. Plan: Identify factors that affect
one’s objectivity or rationality
Plan: Uses established criteria to
(for example: prejudices,
identify and prioritize errors in
disposition, etc.); revise own
the thinking or problem-solving
thinking when the evidence
process.
points to other possibilities.
Mindset: Demonstrates a
Mindset: Proactively improve
growth mindset (the belief that
own areas of weakness by
one can “get smarter” at critical
employing effective strategies to
thinking through effective effort)
increase growth mindset (for
in response to setbacks and
example: perseverance, taking
challenges (for example: persists
risks, effective decision-making,
when working on difficult tasks,
using others’ feedback).
takes risks in the learning
process, accepts and uses
feedback/criticism, is
comfortable making mistakes).
5