Read the case from the QM 6640 Medical Debt PDF document, and review the data from the QM 6640 Assessment Patient Data Excel file.

Graduate Critical Thinking Rubric Rubric ID: GradCT

NOTE: This rubric is for program assessment, not grading. If you will be grading the assignment, use a separate rubric. This will keep your grade for each student as well as any comments you make to them private as we will only download results for program assessment rubrics specifically. Program assessment rubrics must be completed and submitted in Blackboard for each student. Assessment results will be aggregated by program, location, and delivery mode, so individual students or instructors are not identified. 3

Exceeds Expectations 2

Meets Expectations 1

Below Expectations Explanation of issues

Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.

Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.

Issue/problem to be considered critically is stated without clarification or description.

Evidence Selecting and using information to investigate a point of view or conclusion

Information is taken from source(s) with enough interpretation/ evaluation, to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly.

Information is taken from source(s) with some interpretation/ evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning.

Information is taken from source(s) without any interpretation/ evaluation. Viewpoints of experts are taken as fact, without question.

Influence of context and assumptions

Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.

Student's position (perspective, thesis/hypothesis)

Specific position (perspective, thesis/ hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/ hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/ hypothesis).

Specific position (perspective, thesis/ hypothesis) acknowledges different sides of an issue.

Specific position (perspective, thesis/ hypothesis) is stated, but is simplistic and obvious.

Conclusions and related outcomes (implications and consequences

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

Directions for program assessment: For student number ______

1. Read the essay/paragraphs/answers. 2. Using the program assessment rubric in Blackboard, check the box with the description that best describes the student’s contribution in

relation to expectations: exceeds=3; meets=2; below expectations=1. 3. A student’s total score will be the total of the values of the checked boxes. 4. A student earns a satisfactory score if the total value is 8 or higher.

Exceeds Expectations = 12-15 points Meets Expectations = 8-11 points Below Expectations = 5-7 points