This rubric is designed for third-year undergraduate students (juniors) enrolled in a Philosophy of Mind course. It provides clear criteria for evaluating student performance across key areas; including comprehension of core concepts; critical analysis; argumentation; and engagement with philosophical literature. The rubric ensures students develop a strong foundation in central topics such as consciousness; mental causation; dualism; physicalism; and the nature of mental states. By aligning expectations with measurable outcomes; the rubric helps students refine their ability to articulate complex ideas; assess competing theories; and construct well-reasoned arguments. Students will be assessed on their understanding of historical and contemporary debates in the philosophy of mind; demonstrating familiarity with influential thinkers like Descartes; Chalmers; and Dennett. The rubric emphasizes analytical depth; requiring students to evaluate arguments for strengths and weaknesses while engaging with primary and secondary sources. Written assignments and discussions will be evaluated for clarity; coherence; and logical rigor; fostering skills essential for advanced philosophical inquiry. Participation and engagement are also key components; encouraging students to contribute thoughtfully to classroom dialogues and collaborative learning. The rubric promotes intellectual curiosity by rewarding original insights and well-supported critiques of philosophical positions. Through structured feedback; students gain a clearer sense of their progress and areas for improvement; enhancing their ability to think critically and communicate effectively. By the end of the course; students will have honed their capacity to engage with abstract problems; defend nuanced positions; and appreciate the interdisciplinary connections between philosophy of mind; cognitive science; and related fields. This rubric supports a rigorous yet accessible learning experience tailored to upper-level undergraduates.
