USING: Considering Alternate Viewpoints

One way to help students learn to examine alternative points of view is to evaluate students on this important skill. One of INtopFORM's goals is to help students learn to use information effectively. Learning to consider alternate points of view and examine diverse arguments is an important part of the USING outcome. One way to help students learn about this important skill is to craft assignments that require students to consider alternate viewpoints and then hold students accountable for including these viewpoints in their papers, speeches, or projects. Below you'll find a rubric for "Considering Alternate Points of View" developed by Barbara E. Walvoord.

5	Acknowledges all reasonable alternative points of view found in the readings or raised in class. Accurately and respectfully summarizes these points of view. Responds to alternative points of view thoroughly and creatively, showing why the writer has chosen his or her own point of view rather than these.
4	Acknowledges most reasonable alternative points of view found in the readings or raised in class. Summary of these points of view is substantially accurate. Responds adequately to alternative points of view, showing why the writer has chosen his or her own point of view rather than these.
3	Acknowledges at least one reasonable alternative point of view found in the readings or raised in class. Summary of this point of view is substantially accurate.
2	Acknowledges at least one reasonable alternative point of view found in the readings or raised in class. Summary of this point of view is substantially inaccurate.
1	Acknowledges no alternative points of view.

Walvoord, B.F. (2004). Assessment clear and simple: a practical guide for institutions, departments, and general education. San Francisco: Jossey-Bass, 2004, p. 89.