Global Outcomes Assessment Reporting Packet: Intercultural ...



Global Outcomes Assessment Reporting Packet: Intercultural AppreciationTable of Contents TOC \o "1-3" \h \z \u Introduction The AssignmentsThe RubricThe Class Performance by Criteria Tally SheetsClosing the Loop: Plan of ActionIntroduction:This packet contains documents that you may use to assess your students for the Global Outcome of Intercultural Appreciation. If you need further assistance in this process, please contact Sally Heilstedt: sally.heilstedt@lwtech.edu. Please do not change the criteria and the rubric headings (the left hand column and the top rows); however, your department may change the rubric descriptors or choose a specific rubric descriptor to fit your individual discipline needs. Course Best Practices for Teaching and Assessing a Global Outcome:Instructor examines the college definition and rubric to be used and plans the course with the global embedded throughout Instructor uses a calendar to plan out when and how Global Outcomes info will be introduced, practiced, and assessed Instructor introduces global in the syllabusInstructor hands out and explains the rubricInstructor gives the students chances to practice the global outcome skills and gives them feedback on how well they are doing so they can improve their performance and learningInstructor chooses one assignment at the beginning of the quarter or unit and another at the end of the quarter or unit to tally and report results Instructor reviews rubric for areas where learning can be improved, then re-examines entire course curriculum to find where students can be assisted in better learning the global. Instructor fills out the assessment packet if they have been contacted that they were selected this quarter to do so – if you have more questions, Sally can help: sally.heilstedt@lwtech.edu Course #: Course Name, Instructor NameThe Assignments:Cut and paste or describe your pre- and post-assessments here, as well as your lesson plan/curriculum for teaching to Intercultural Appreciation.For Intercultural Appreciation, an assessment may be a writing assignment, class presentation, instructor evaluation of behaviors, self-evaluation, or peer evaluation. For this global in particular, it may be necessary to use more than one assessment method. Please consult the rubric and/or contact Sally if you have any questions.The Rubric:Intercultural Appreciation: The ability to describe and demonstrate the value of cultural differences and commonalities among people and to recognize and respond to those differences and commonalities in the workplace and the learning environment. Differences and commonalities include, but are not limited to, ethnicity, age, gender, ability, life experiences, family situation, race, and sexual orientation.CriteriaMasteringAchievingDevelopingBeginningNot Assessed at Instructor’s DiscretionCultural awareness and self-knowledgeDefines culture in a complex manner and identifies many aspects of own culture.AND/OR Recognizes own unique qualities shaped by culture and how culture impacts their attitude, beliefs, and experiences.AND/OR Articulates insights into own cultural rules and biases.Defines culture as including multiple components and identifies aspects of own culture.AND/ORIdentifies cultural factors that impact their perspective.Defines culture in a simple way and identifies some aspects of own culture.AND/ORDemonstrates some understanding of how culture impacts them.Defines culture in a simple way and struggles to identify own culture.AND/ORBelieves that only other people possess culture.Acknowledgement of stereotypes and prejudiceAcknowledges and challenges the stereotypes and prejudice they have regarding people who are different from them in the workplace or classroom.AND/ORChallenges past, present, and future impact of privilege and discrimination.AND/OR Actively demonstrates commitment to eliminate personal biases.Recognizes stereotypes others may hold about them. AND/ORAcknowledges the stereotypes and prejudice they have regarding people who are different from them in the workplace or classroom.AND/ORExplores how stereotypes impact interactions.AND/ORConsiders whether stereotypes are correct and begins to adjust them.Defines the meaning of stereotype and prejudice.AND/ORBegins to explore how stereotypes impact interactions.AND/ORShows some willingness to explore whether their stereotypes or prejudices are correct.Struggle to define the meaning of prejudice or stereotype.AND/ORRecognizes that they may hold stereotypes and prejudices but believes that they are not very harmful or that they do not influence interactions. AND/OR Shows little willingness to explore whether their stereotypes or prejudices are correct.Verbal and nonverbal communicationShows a working understanding of communication differences. AND/ORIs able to negotiate a shared understanding between individuals from different groups in the workplace or classroom.Identifies cultural differences in verbal and nonverbal communication and their impact on interactions.AND/ORWorks toward negotiating a shared understanding between individuals from different groups.Identifies some cultural differences in verbal and nonverbal communication and is aware that misunderstandings can occur based on those differences.AND/ORWorks toward negotiating a shared understanding between individuals from different groups, but struggles at times.Has a minimal level of understanding of cultural differences in communication.AND/ORStruggles to negotiate a shared understanding between individuals from different cultural groups in the workplace or classroom.Respect, engagement, and inquiryCarefully considers the impact of behavior and seeks to foster positive interaction.AND/OR Intentionally engages in cooperative discussions and activities to understand and address differences honestly and respectfully.Considers impact of potentially offensive behavior and adjusts.AND/OREngages in opportunities to develop understanding.Recognizes behavior that might be considered offensive and is willing to adjust.AND/ORWorks effectively with people who are different from them. Struggles to recognize behavior that might be considered offensive.AND/ORWill work with people who are culturally different from them if assigned but does not volunteer.Teamwork and opennessAnalyzes and applies knowledge of multiple points of view and can work effectively with many people who are different from them.AND/ORUses differences to enhance the ability to effectively perform work.AND/ORInitiates and develops interactions with culturally different others, suspends judgment.Works well with people who are different from them.AND/OR Identifies how differences can enhance team performance and applies that understanding to action.AND/ORDemonstrates openness to those who are different from them.Works well with people who are different from them but struggles on occasion.AND/OR Identifies how differences can enhance team performance but struggles to apply that understanding to action.AND/ORDemonstrates some openness to those who are different from them.Makes an effort but is uncomfortable interacting with people who are different.AND/ORStruggles to identify how differences enhance teamwork.Cut and paste your rubric here if you used different descriptors than those provided in the rubric above.The Class Performance by Criteria Tally Sheets:On the tally sheets, include the total number of students for each cell. For example, in a class of 20 students, 2 might earn a Mastering level for Cultural Awareness and Self-Knowledge, 7 might be Achieving, 8 Developing, and 3 Beginning. The first row would then include 2, 7, 8, and 3.Class Performance by Criteria Chart (Pre-Assessment)Total Class Participation ______ Date ______________CriteriaMasteringAchievingDevelopingBeginningNot Assessed1Cultural awareness and self-knowledge2Acknowledgement of stereotypes and prejudice3Verbal and nonverbal communication4Respect, engagement, and inquiry5Teamwork and opennessClass Performance by Criteria Chart (Post-Assessment)Total Class Participation ______ Date ______________CriteriaMasteringAchievingDevelopingBeginningNot Assessed1Cultural awareness and self-knowledge2Acknowledgement of stereotypes and prejudice3Verbal and nonverbal communication4Respect, engagement, and inquiry5Teamwork and opennessClosing the Loop: Plan of ActionKeep, Stop, StartKeep, stop, start provides a simple framework for reflecting on the teaching, learning, and assessment of Intercultural Appreciation. Respond to the following questions to form your action plan for the next time you teach this course.What will you keep doing? In other words, what went well in the teaching, learning, and assessment of Intercultural Appreciation?What will you stop doing? What about your teaching or assignment did not enhance student learning? Did anything go entirely differently than you expected, and you want to do it differently next time?What will you start doing? Based on your results and experience with teaching Intercultural Appreciation, how might you alter instruction to improve or better measure student learning? ................
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