Global Perspective Assessment Rubric
|
Scoring |
0 points Inadequate=
|
1 point Adequate |
2 points Proficient=
|
3 points Exemplary |
|
Description of skil=
ls and
competencies (look for the key w=
ords in
each of the categories) |
Unaware of a global
perspective |
knowledge/ comprehension know specific facts, list, define, state, recall, summarizes, describes, explain, distinguishes, estimates. identify, understand, generalize. |
analysis/synthesis<=
span
style=3D'mso-spacerun:yes'> separate, order, connects, classify, compare, select, explain, infer, breaks down, outlines, combines, differentiates, illustra= tes, recognizes, question, prioritizes, includes. |
evaluate/applicatio=
n integrate, evaluate, modify, create, design, invent, compose, assess, measure, convince, judge, support, value, compares and contrasts, critiques, apply, develop, solves, projects, shows, transfers, relates, examines |
|
Knowledge of Global=
Issues (demonstrates aware=
ness of
general world conditions) |
unaware of or demonstrates no comprehension of any i= ssues affecting our planet, |
identifies and recalls specific facts, some knowledg= e of significant global issues, understands basic information |
connects plausible global issues facts/theories with related information, synthesizes information, examines assumptions, differentiates and prioritizes information |
applies reliable information to issues within wider context, evaluates complex information, shows openness to larger scope, compares and contrasts complex ideas and information, creative and reflec= tive ideas |
|
World is a System (comprehends key tr=
aits of
world system) |
unaware of global systems and dynamics |
identifies knowledge of interaction and interconnect= ions in a global system, recogni= zes concept of global change, |
examines and differentiates the concept of global interdependence and dynamics, recognizes global connections, illustrates global change |
integrates, applies, and evaluates global change theories/concepts, critiques world system, connects theories to real life situations, creates and designs solutions to global issues, recognize they are part of world system |
|
Human Choice (recognizes problem=
s and
choices we make as nations and individuals) |
unaware of human choices and feels disempowered to a= ct constructively |
describes and understands that human choices are ava= ilable and influence outcomes, knows that individual actions create change, describes human choices. |
prioritizes and differentiates ways choices may be enacted, explains and illus= trates process of choice selection, compares and contrasts choice options, recognizes opportunities for cho= ice |
creates and designs ways that human choices can be p= ut into action, solves problems and creates solutions, evaluates multiple wa= ys humans choices may be enacted, applies inform-ation learned to one’s own life |
= &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp;
Cultural Diversity Rubric
Definition: <=
/b>Education
for a basic understanding of the experiences and worldviews of people from
diverse backgrounds in our communities. Understanding how differences affect
people working together in school, work, and their community. Diversity
includes: race, ethnicity, gender, sexual orientation, nationality, disabil=
ity,
religion or spiritual beliefs and any other traits that set an individual or
group apart from others.
|
|
0 - Inadequ=
ate |
7 - Adequat=
e |
14 - Profic=
ient |
21 - Exempl=
ary |
|
Identificat= ion of Diversity: Identify diversity of ideas and practices in society and h= ow they affect biases and assumption= s in human interactions. |
Unaware and does not recognize differential treatmen= t of people |
Identifies biases, etc but does not discuss causes or results. |
Analyzes potential reasons why biases exist and how = this effects people and results in differential treatment. |
Evaluates and applies their knowledge of biases to b= oth their own life and the life of others. |
|
Causes of D= iversity and Disparities: Explain major cultural, historical, and geographical issues that shape the diversity of&= nbsp; perceptions and behaviors in one’s own society or communities. |
Unaware of any cultural, historical or geographical = issues affect human cultural diversity. |
Recognizes that cultural, historical or geographical issues shape people’s behavior & viewpoints. However, they do n= ot analyze how or why these issues have an impact nor do they recognize that they have been personally impacted. |
Analyze how these issues alter people’s percep= tions of the world and how their own cultural perceptions have been affected. |
Evaluates, and applies their knowledge of how various causes of diversity and disparities affect their own and other’s behaviors. |
|
Application= of Knowledge: Apply the knowledge of diversity issues to understand, ada= pt, and effectively interact with peo= ple from different backgrounds at work, school, and in their community. |
Fails or denies to acknowledge that cultural differe= nces affect personal interactions |
Acknowledges that cultural differences affect person= al interactions but doesn’t understand why or how. |
Limited recognition of how & why diversity issues affect interactions between people |
Can utilize their knowledge of diversity issues to evaluate how these affect personal interactions and to create positive in= teractions between people with different backgrounds. |
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; &= nbsp; &nbs= p; &= nbsp; =
=
&nb=
sp; =
Circles of Learning: A
General Taxonomy of Competencies =
&nb=
sp; =
|
|
Remember |
Understand |
Apply |
Analyze |
Evaluate |
Create |
|
Definition |
Retrieving, recalling
relevant knowledge from long-term memory=
|
Construct meaning fr=
om
instructional messages, including oral, written, & graphic communicat=
ion |
Carry out or use a p=
rocedure
through executing or implementing |
Break material into =
parts
& deter-mine how parts relate to one another & whole |
Make judgments based=
on
criteria and standards |
Put elements togethe=
r to
form coherent whole; reorganize elements into new pattern. |
|
Key Verbs |
acquire, arrange, as=
k, attend,
collect, describe, define,
duplicate, enumerate, identify, know, label, list, listen, match, memoriz=
e,
name, order, quote, read, recall, recognize, record, remember, repeat, se=
lect
, show, state, tabulate, te=
ll |
conclude, describe, =
discuss,
distinguish, draw, estimate, explain, express, find meaning, give example=
s,
identify, indicate, infer, locate, outline, paraphrase, recognize, relate=
, represent,
report, restate, review, summarize, survey, trace, understand |
chart, contribute,
demonstrate, determine, develop, discover, dramatize, employ, establish, =
exhibit,
illustrate, implement, infer, interpret, translate, use, operate, organiz=
e, practice,
predict, prioritize, relate, restructure, solve, teach, transfer |
break down, calculat=
e,
categorize, classify, compare, contrast, deconstruct, deduce, detect,
differentiate, discover, dissect, divide, examine, experiment, focus, inquire, inspect, investigate, l=
imit, order,
organize, probe, question scrutinize, separate, test |
appraise, argue, ass=
ess,
check, choose, conclude, consider, convince, critique, criticize, decide,
deduce, defend, discriminate, estimate, explain, grade, infer, interpret,
judge, justify, measure, rank, rate, recommend, select, validate, value, =
verify |
assemble, combine, c=
ompose,
construct, compile, derive, design, develop, document, explore, facilitat=
e, formulate,
generate, generalize, integrate, invent, modify, organize, originate, rev=
ise,
plan, predict, prepare, produce, propose, relate, set-up, structure |
|
Skills |
mastery of subject <= o:p> matter; knowledge of=
dates,
events, places, ideas; know the who, what, when, where, how & why;
observation and recall of information |
understand the meani=
ng of
information; grasp relationship between key words and concepts; translate
knowledge into new context; infer causes & predict consequences |
construct own knowle=
dge base
from variety primary & second- ary sources; use information in new
situations; solve problems using knowledge base |
see patterns; label
classify, or group, information; organize parts; recognize inter-relation=
ship
among concepts; differentiate cause & effect; identify components |
evaluate an issue us=
ing
criteria; assess value of theories & arguments; critique ideas &
theories; make choices & recommendations; compare ideas |
design plan of actio=
n; relate
knowledge from several areas; predict & draw conclusions; use old ide=
as
to create new ones; invent; generalize from given facts |
|
Key Question (stems) |
How many …? Who was it that̷=
0;? What happened....? Can you tell why =
230;? Find the meaning of =
.? Can you name …=
? Where is …? Describe … Identify …? Label all the parts.=
State all the facts.=
Arrange … acco=
rding to importance. |
Write … in own=
words. What could happen next? What is main idea? Who is the key character? Can you distinguish =
… from …? What differences exists between …? Can you provide an example of …? Define…? Write brief outline?=
|
Know another instance where..? What factors would y=
ou change if ...? Could this have happened in…? Apply examples of yo=
ur experience to …? What questions would=
you ask of …? Can you group by =
230; by characteristics of . ..? Develop a set of instructions about …? |
How was this …=
similar to …? Why did … chan=
ges occur? What was the problem=
with ...? What were the motive=
s behind…? What was the turning=
point? What was the under- =
lying theme of..? What events could have happened next? |
Is there a better so=
lution to … problem? How effective are &#=
8230;? Judge the value of &=
#8230;? How would you feel i=
f ? Defend your position=
about …? Do you believe in Do you think …=
is good or bad? How would you have handled …? What change in ̷=
0; would you like to see? |
Can you design a … to …? How many ways can you …? What would happen if=
…? Can you see possible=
solution to...? Develop a proposal t=
hat would …? What are alternative=
s to ..? What influence will =
… have on our lives? |
|
Attitudes |
receiving phenomena =
in
passive manner; willing to listen; take notes; acknowledges differences |
paying attention; ac=
tively
participates in learning process; reacts in some way; questions new ideas=
to
understand |
valuing, based on
internalizing set of specific values; personal opinions |
see application atti=
tude |
internalize values; =
adopt a
belief sys-tem and philosophy; behave consistently with personal value se=
t |
organize values into
priorities; create a unique value system; compare, relate, & synthesi=
ze
values |
|
Attitude Key Descri=
ptor
Terms |
receives, holds, cho=
oses,
erects, sits, describes, follows, names, asks, points to, gives, replies,=
identifies,
observes |
answers, assists, ai=
ds,
complies, conforms, discusses, helps, performs, practices, presents, repo=
rts,
tells, write |
completes, joins,
demonstrates, differentiates, explains, invites, proposes, selects, share=
s,
studies |
argues, challenges, =
refutes,
debates, confronts, initiates, classifies, dissects, categorizes |
act, display, influe=
nce,
solve, practice, |
reconcile internal c=
onflict;
develop value system; state personal position; organize or conceptualize
values |
|
Activities & As=
sessment
of Activities |
make
a chart list
all the … in a story make
a facts chart recite
a poem, story, or fairy tale make
a timeline of events write
acrostic poem |
make a cartoon strip=
draw pictures to show event write and perform play based on story retell story in own =
words make coloring book, =
poster, or collage write summary report illustrate what you =
think main ideas prepare flow chart t=
o illustrate sequence of events compare & contra=
st charts |
construct a model to=
demonstrate how it will work make paper mache map=
make a puzzle or boa=
rd game make a diorama to illustrate event make a scrapbook paint a mural write a textbook for=
others compose a song write a story teach to students in=
lower grades tutor other students=
collect photographs<= o:p> role play or skits |
design a questionnai=
re to gather information conduct an investiga=
tion make a jigsaw puzzle=
make a family tree <= o:p> make a flow chart arrange a party, rec=
ord all the steps perform a play conduct a debate construct a graph write a biography review a work of art=
make compare/contras=
t charts make analytical char=
ts classify subject mat=
ter |
write a letter to &#=
8230; advising on changes needed at … prepare list of crit=
eria to judge a … show. form panel to discus=
s views on… make booklet on 5 ru=
les you think important. create a dialogue ci=
rcle discussion write an editorial p=
aper organize a trial with rotating judges |
write a recipe for a=
tasty dish. compose a song about=
.? create new and unusu=
al uses for … devise your own way to deal with… what do you think would happen if …? develop a proposal t=
hat would …. form a panel to disc=
uss views on … write a letter to &#=
8230; advising on …? changes needed. can you see possible=
invent a product devise a procedure f=
or accomplishing …task. |
|
Resource Materials<= o:p> |
audio recordings, fi=
lms,
diagrams, DVDs/videos, models, books, etc.<= o:p> |
charts, reports, car=
toons,
tables, trends, consequences, |
collections, diaries,
photographs, sculpture, puzzles, illustrations, mixed media; express ideas through drama, mus=
ic,
art |
graphs, surveys, dia= grams, charts, feedback systems, questionnaires, reports, organizational charts<= o:p> |
letters, groups with
discussion panel, dialogue circle, survey, self-evaluation, court trial,
letter to editors, |
write newspaper or
magazine articles, produce a radio or TV show, pupp=
et
shows, inventions, poetry, short stories, |
|
Assessment Suggestions |
tests: multiple choi=
ce, true/false, short an=
swer fill-in- the blank, =
matching,
essays |
use rubric to grade =
the
non-traditional assessments |
use rubric to grade
non-traditional assessments |
use rubric to grade =
the
non-traditional assessment |
use rubric to grade =
the
non-traditional assessment |
use rubric to grade =
the
non-traditional assessment |
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; &= nbsp; &nbs= p; &= nbsp; &nbs= p;
WORLD HISTORY: A CHART OF SKILLS A=
ND
TOOLS
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; &= nbsp; &nbs= p; &= nbsp; &nbs= p;
|
Assessment |
Layer 1 Skill: Remember |
Layer 2 Skill: Understand |
Layer 3 Skill: Apply |
Layer 4 Skill: Analyze |
Layer 5 Skill: Evaluate |
Layer 6 Skill: Create |
|
Skill Definition |
Retrieve, recall, r=
ecognize
relevant knowledge from long-term memory. |
Construct meaning f=
rom
instructional messages. |
Carry out or use a
procedure through executing or implementing |
Break material into=
parts
& see how parts relate to one another & whole |
Make judgments base=
d on
criteria and standards |
Put elements togeth=
er to
form coherent whole and new patterns.&nb=
sp;
|
|
Verb Descriptors |
know, list. identif=
y, define, recall, sho=
w,
repeat, name, ask, select, arrange, tell, listen, relate |
locate, report, exp=
lain,
discuss, describe, review, conclude, draw, summarize, trace |
develop, organize,
interpret, chart, demonstrate, predict, illustrate, establish, solve |
compare, contrast, =
probe,
break down, differentiate, experiment, test, separate, question |
judge, assess, conc=
lude,
measure, choose, critique, discriminate, rank, recommend, verify |
generate, design, c=
ompose,
plan, invent, generalize, develop, explore, combine, modify |
|
1. World History Story (myths, legends, biographies, tr=
avel
log, journals, diary |
list main character=
s identify story elements know the story̵=
7;s moral message |
describe the story’s message draw conclusions about the story summarize the main<= o:p> points |
interpret the story=
predict the story&#=
8217;s ending & message solve the storyR=
17;s dilemma or tension |
breakdown the story’s plot analyze story’=
;s characters compare/contrast with other stories |
evaluate the story&=
#8217;s moral or message critique the story&=
#8217;s real meaning recommend dif- ferent story lines |
create your own story integrate the story=
with others explore other story=
options |
|
2. Pri= mary Source Documents (maps, cartoon, pos=
ters,
pictures, letters, etc.) |
list key features o=
f the document select documents to look at arrange according <= o:p> to criteria tell others |
describe the document summarize key features trace its origins report on the document |
interpret the document organize similar documents prioritize its importance exhibit document |
analyze document classify with other=
documents differentiate them<= o:p> deconstruct its symbols question relevance<= o:p> |
evaluate document based on criteria critique document&#=
8217;s intent verify authenticity=
asses its merits interpret findings<= o:p> |
create your own documents generalize its intention draw conclusions about its impact integrate w/ others=
|
|
3. Cha= rts |
list information describe materials<= o:p> identify key inform=
. |
summarize chart information |
organize chart information prioritize inform.<= o:p> |
analytical charts compare/contrast break down, sep- arate materials |
evaluate criteria <= o:p> for assessment interpret findings<= o:p> |
create own charts draw conclusions generalize, synthe-=
size information |
|
Assessment |
Layer 1 Skill: Remember |
Layer 2 Skill: Understand |
Layer 3 Skill: Apply |
Layer 4 Skill: Analyze |
Layer 5 Skill: Evaluate |
Layer 6 Skill: Create |
|
4. Cor= e and Periphery Concept |
define core & <= o:p> periphery terms list core areas list periphery area=
s show timeline |
describe the terms =
trace core & pe=
ri- phery change over time locate c. & p. =
areas on a map |
chart core & periphery areas relate terms to today prioritize dominant=
core areas |
analyze the terms compare/contrast shifting c. & p. survey impact of core around world |
evaluate the terms<= o:p> assess the value of=
using terms recommend dif- ferent terms defend their use |
integrate terms with similar terms generalize about th=
e terms design new but similar terms |
|
5. Con= tinuum & Cycles |
identify key points=
describe cycles list continuum events, ideas, etc. |
summarize points describe each point=
explain cycles, giv=
e examples |
interpret continuum=
for others organize conclu- sions reached |
compare/contrast continuum points differentiate/ana-<= o:p> lyze each point |
interpret con. pts.=
recommend differ- ent assessment measure point place=
ment |
design alternative =
continuums generalize about conclusion |
|
6. Fee=
dback |
identify/list variables show the feedback system |
describe each variable explain how change<= o:p> occurs |
predict results from system illustrate how system works |
analyze each var- iable separately break down process =
into divisible parts |
evaluate systems=
217; effectiveness interpret findings =
assess results |
design a feedback loop system integrate other var=
- iables into system |
|
7. Min= d Maps |
remember key terms for map list ideas to place=
on map |
explain relationshi=
p of key terms trace connection of=
ideas on map |
organize ideas on <= o:p> map into groups |
analyze/different-<= o:p> iate key groups deconstruct map groupings |
evaluate groupings<= o:p> interpret the mean-=
ing of the groups |
create a free-flow =
mind map of own design |
|
8. Pro= ject Based & Service Learning |
identify projects o=
f interest to all list outcomes for <= o:p> project |
explain purpose of =
project summarize main goals of project |
organize plan for <= o:p> implementing prioritize elements=
of plan |
analyze specific tasks in project break-down the areas to study |
evaluate progress <= o:p> according to pre- established criteria |
design the project =
start to finish generalize conclus-=
ions about project |
|
9. Ass= essment |
multiple choice true/false tests matching exercises<= o:p> fill-in-the-blank short answer |
essays that ask to =
explain,
describe, summarize, trace, conclude, discuss |
organize a plan teach others interpret results illustrate |
|
Evaluate |
design projects, cr=
eate
plans, generalize |
![](3D"handouts2_files/image001.gif")
&nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; &= nbsp; &nbs= p; &= nbsp; &nbs= p;