could use the resources in a given biome to develop a culture. What if the task was to create a farming/herding culture instead? Using the given environmental resources and characteristics, design a culture which uses farming/herding to meet people's needs."

Jeanne Bond-Esser and Rachel M. Korach
Principal Authors
Lake Oswego School District
Lake Oswego, Oregon

DRAFT

THINKING ASSESSMENT TRAITS LAKE OSWEGO SCHOOL DISTRICT

This model approaches the teaching of thinking as a combination of complex cognitive processes rather than as a series of discrete skills. The basic framework is founded on three fundamental concepts required for complex thinking processes:

* differentiating, the ability to delineate, to clarify, to define, to make distinctions, to use language precisely
* distancing, the ability to vary perspectives and to assume and to articulate multiple points of view while suspending judgment
* designing, the ability to construct meaning by developing and interrelating patterns of relationships through one's forming, structuring, ordering, and interpreting of experience

Thinking as Differentiating

5 The student reveals an accurate and complete knowledge and understanding of the topic. He/she reveals an understanding of the organization and structure of the material.

* Identifies, defines, and clarifies attributes of key concepts
* Makes clear distinctions between ideas or elements; appropriately separates topic into its component parts
* Establishes the relationship(s) of the elements to the whole; establishes a framework for essential concepts
* Communicates effectively through specific language, images, explanations, examples, etc.

3 The student reveals an incomplete or faulty knowledge and understanding of certain aspects of the topic. He/she has made an attempt to clarify and specify, but treatment is uneven or inadequate in some areas.

* Though some distinctions are accurately made, important differences are overlooked
* Though the topic is broken down into parts, important parts may be omitted, extraneous ones inserted, or inaccurate relationships presented
* There is inconsistent development of ideas
* Includes hidden assumptions or definitional problems
* Relies too much on generalizations or undefined terms
* An inadequate separation of the elements of the composition mar its organization
* Framework for presentation may be vague or inadequate

1 The student is ineffective in communicating knowledge or understanding of the topic or conveys inaccurate knowledge or misunderstandings of the topic.

* The presentation contains so many errors and inconsistencies that the whole becomes worthless
* Omits necessary identification or definitions of key elements
* Presents a hodge-podge of ideas, inappropriately lumps ideas or elements together without regard to important distinctions
* The topic is treated as a vague whole; no analysis of the topic is evident
* Instead of appropriately developing ideas, the student simply states--or restates--them
* Assumes too much; relies on vacuous generalizations, clichés, obvious "givens"

Thinking as Distancing

5 The student reveals an awareness of the purpose of the presentation, an awareness of the context, and an ability to view the problem/concept from multiple perspectives appropriate to that purpose and that context.

* Fulfills the purpose implied in the task and prompts
* Reveals an appropriate sense of audience
* Reveals an insightful understanding of a larger context
* Reveals an awareness and understanding of more than one viewpoint without losing the focus of the presentation; may consider alternative positions, show two or more sides of the issue, form final judgment from various perspectives, etc.

3 The student partially addresses the task but appears not to understand the purpose, the context, and/or complete intent of the prompt.

* Diction, tone, or choice of subject may reveal a poor sense of audience
* May state a knowledge of alternative viewpoints, but demonstrates a lack of understanding of them
* Too few sides of an issue are examined; focus may be inadequately narrow
* Reveals a limited awareness of context
* Strays from the subject somewhat

1 The student's response is inappropriate to the purpose and/or the context implied or stated in the task or prompt.

* Diction, tone, or choice of subject is not appropriate to the audience
* Reveals an inability to see or to understand multiple perspectives
* Reveals little or no awareness of context
* The presentation has no clear focus

Thinking as Designing

5 The student composes an original, coherent, inclusive, well-organized and meaningful new whole from the critical parts. He/she is in control of the topic.

* Reveals original thinking in the inferences, generalizations, interpretations, relationships, or synthesis presented
* Includes all the essential elements
* Structures clear, meaningful relationships among the concepts
* Engages the interest of the audience

3 The student combines the parts into a whole in a routine or incomplete manner.

* Though some original thinking is evident, the presentation relies heavily on structures, generalizations, interpretations, etc. which were presented in class
* The organization of the presentation may be unbalanced, ineffective, flawed
* The design makes sense but may be missing some key elements

1 The student has not combined the parts into an organized, coherent whole.

* The content of the presentation is a parroting back of material in the same form in which it was presented
* The organization of the presentation lacks a sense of beginning or ending; body lacks order or structure
* There is no discernible pattern, only a fragmented view of scattered information or ideas