Asia Soc
ciety’s Gradua
ation Portfolio
o System (GP
PS)
Global Leadership
L
Ru
ubric
Scoring Dime
ension
“Emerging”
Developing”
“D
IINVESTIGATE THE
W
WORLD: PRODU
UCE NEW
G
GLOBAL KNOW
WLEDGE
• The student identifie
es a
loc
cally, regionally or
glo
obally focused iss
sue.
• The student uses fe
ew
sources, media, or
lan
nguages to identiffy
evidence that addre
esses
a globally
g
focused
question.
es or
• The student restate
summarizes eviden
nce
collected to address
sa
glo
obally focused
question.
• The student develops an
arg
gument in respon
nse to
a globally
g
focused
question.
• The sttudent identifies
and de
escribes a locally,
regionally or globally
focuse
ed issue and
explorres relevant
questio
ons about it.
• The sttudent uses
multiplle international an
nd
domes
stic sources, med
dia,
or lang
guages to identify
y
relevant evidence that
addres
sses a globally
focuse
ed question.
• The sttudent analyzes
and integrates evidence
e
collectted to construct a
respon
nse to a globally
focuse
ed question.
• The sttudent develops an
a
argum
ment that is based
on multiple perspective
es
in resp
ponse to a globallly
focuse
ed question.
W
What is the evide
ence that a
sstudent can explo
ore
rresearchable que
estions,
a
analyze relevant evidence,
a
and posit reasona
able
cconclusions abou
ut globally
ssignificant issues?
Copyright Asia Society
“Proficiient/College
Reeady”
• The studeent identifies,
describes , and frames
researchaable questions
about an iissue
and expla ins how that
issue is loocally, regionally
and/or gloobally
significantt.
• The studeent uses a
variety of international
and domeestic sources,
media, or languages to
identify annd weigh
relevant eevidence that
addressess a globally
focused q uestion.
• The studeent develops a
coherent rresponse based
on analysiis, integration,
and synth esis of
evidence tto a globally
focused q uestion.
• The studeent develops an
argument based on
multiple peerspectives that
addressess a counter
argument and draws
reasonablle conclusions
in responsse to a globally
focused q uestion.
nced”
“Advan
• The student id
dentifies,
describes, and frames
original resea
archable
questions abo
out an issue
and articulate
es how that
issue is locallyy, regionally
and globally ssignificant.
• The student u
uses a
variety of international
and domesticc sources,
media, or lang
guages to
analyze, evalu
uate and
select evidencce that
addresses a g
globally
focused question.
develops a
• The student d
coherent and original
response to a globally
focused question that is
based on ana
alysis,
integration, an
nd synthesis
of evidence.
develops an
• The student d
argument bassed on
multiple persp
pectives that
addresses sig
gnificant
counter argum
ments and
draws defensible and
original conclu
usions in
response to a globally
focused question.
DRAFT
T, January 2011, Page 1 of 4
Asia Soc
ciety’s Gradua
ation Portfolio
o System (GP
PS)
Global Leadership
L
Ru
ubric
Scoring Dime
ension
“Emerging”
Developing”
“D
R
RECOGNIZE
P
PERSPECTIVES
S: APPLY
C
CROSS-CULTUR
RAL
U
UNDERSTANDIN
NG
• The student states that
he/she has a perspective
on situations, eventts,
iss
sues or phenomena.
• The student recogn
nizes
tha
at other people,
gro
oups, or schools of
o
tho
ought have a
perspective differen
nt from
his
s/her own.
• The student recogn
nizes
tha
at cultural perspective
afffects how people react
to different situation
ns,
eve
ents, issues or
phenomena.
nizes
• The student recogn
tha
at access to resou
urces
afffects people’s qua
ality of
life
e.
• The sttudent identifies
and de
escribes his/her
unique
e perspective on
situatio
ons, events, issue
es
or phe
enomena.
• The sttudent identifies
and de
escribes the
perspe
ectives of other
people
e, groups, or
schools of thought.
• The sttudent identifies
and de
escribes how
cultura
al perspectives
affect how people
interprret and respond to
o
differe
ent situations,
events
s, issues or
pheno
omena.
• The sttudent identifies
and de
escribes how
access
s to resources
affects
s people’s
perspe
ectives and their
quality
y of life.
W
What is the evide
ence that a
sstudent can recog
gnize,
a
articulate, and ap
pply an
u
understanding of different
p
perspectives (inclluding
h
his/her own)?
Copyright Asia Society
“Proficiient/College
Reeady”
• The studeent expresses
his/her ow
wn perspective
on situatioons, events,
issues or pphenomena
and identiffies various
influencess on that
perspectivve.
• The studeent explains the
perspectivves of other
people, grroups, or
schools off thought and
identifies ppossible
influencess on those
perspectivves.
• The studeent explains how
different ccultural
perspectivves influence
interactionns among
individualss and groups,
affecting ttheir
understannding of
situations,, events, issues
or phenom
mena (including
the develoopment of
knowledgee).
• The studeent explains how
differentiaal access to
knowledgee, technology or
resourcess affects
people’s pperspectives
and their qquality of life.
nced”
“Advan
• The student e
expresses
his/her own perspective
on situations, events,
issues or phenomena
and explains how various
influences afffect his/her
perspective.
articulates
• The student a
the perspectivves of other
people, group
ps, or
schools of tho
ought and
explains whatt affects
those perspecctives.
• The student a
articulates
how multiple ccultural
perspectives influence
interactions among
people and na
ations
determining th
heir
understanding
g of
situations, eve
ents, issues
or phenomena (including
the developm
ment of
knowledge).
articulates
• The student a
specific, detaiiled and
relevant exam
mples
showing how differential
access to kno
owledge,
technology an
nd
resources affe
ects
people’s perspectives,
their quality of life, and
their future op
ptions.
DRAFT
T, January 2011, Page 2 of 4
Asia Soc
ciety’s Gradua
ation Portfolio
o System (GP
PS)
Global Leadership
L
Ru
ubric
Scoring Dime
ension
C
COMMUNICATE IDEAS:
C
CONNECT AND
C
COLLABORATE
E
A
ACROSS BOUND
DARIES
W
What is the evide
ence that a
sstudent can use
a
appropriate langu
uage,
b
behaviors, and
ttechnologies to effectively
ccommunicate and
d
ccollaborate with diverse
d
a
audiences?
Copyright Asia Society
“Emerging”
Developing”
“D
• The student recogn
nizes
tha
at diverse audienc
ces
ma
ay perceive differe
ent
me
eanings from the same
info
ormation.
• The student listens to
and communicates with
div
verse people.
• The student uses
tec
chnology and med
dia to
communicate with
div
verse audiences.
• The student recogn
nizes
tha
at communication
n
impacts understand
ding.
• The sttudent identifies
and de
escribes how
diverse
e audiences may
y
perceive different
meanings from the sam
me
information and
recogn
nizes that this
impactts communication
n.
• The sttudent listens to
and co
ommunicates with
h
diverse
e people, using
approp
priate verbal and
non-ve
erbal behavior,
langua
ages, and/or
strateg
gies.
• The sttudent selects and
d
uses appropriate
a
techno
ology and media to
t
communicate with
diverse
e audiences.
• The sttudent identifies
and de
escribes how
effectiv
ve communication
impactts understanding.
“Proficiient/College
Reeady”
• The studeent explains how
diverse auudiences may
perceive ddifferent
meaningss from the same
informatioon, and how that
impacts coommunication.
• The studeent engages in
effective tw
wo-way
communiccation and
collaborattion with diverse
people, seelecting and
using apppropriate verbal
and non-vverbal behavior,
languagess, and/or
strategiess.
• The studeent engages in
communiccation and
collaborattion with diverse
audiencess via
appropriatte technology
and mediaa.
• The studeent explains and
reflects onn how effective
communiccation impacts
understannding and
collaborattion.
nced”
“Advan
• The student a
articulates
why diverse a
audiences
may perceive different
meanings from
m the same
information an
nd why that
impacts comm
munication.
• The student e
engages in
effective two-w
way
communicatio
on and
collaboration with diverse
people, selectting and
adapting apprropriate
verbal and no
on-verbal
behavior, lang
guages,
and/or strateg
gies for a
specific audie
ence.
• The student e
engages in
communicatio
on and
collaboration with diverse
audiences, se
electing and
adapting apprropriate
technology an
nd media for
a specific aud
dience.
• The student a
articulates
and reflects o
on how
effective communication
impacts understanding
and collabora
ation in an
interdependen
nt world.
DRAFT
T, January 2011, Page 3 of 4
Asia Soc
ciety’s Gradua
ation Portfolio
o System (GP
PS)
Global Leadership
L
Ru
ubric
Scoring Dime
ension
T
TAKE ACTION: ENACT
E
G
GLOBAL SOLUT
TIONS
W
What is the evide
ence that a
sstudent can trans
slate
h
his/her ideas, con
ncerns,
a
and findings into
a
appropriate action
ns to
iimprove condition
ns?
Copyright Asia Society
“Emerging”
Developing”
“D
es
• The student identifie
opportunities for pe
ersonal
acttion to address a
situ
uation, event, issue or
phenomena.
• The student plans
acttions based on th
he
perceived potential for
impact.
• The student acts to
personally contributte to
improvement locally
y,
reg
gionally or globallly.
• The student recogn
nizes
his
s/her capacity to
contribute to
improvement locally
y,
reg
gionally, or globally.
• The sttudent identifies
and crreates opportunities
for perrsonal action to
addres
ss a situation,
event, issue or
pheno
omena.
• The sttudent assesses
options and plans actio
ons
based on evidence and
d
the pe
erceived potential
for imp
pact.
• The sttudent acts,
person
nally or
collabo
oratively, in ethica
al
ways, to contribute to
improv
vement locally,
regionally or globally.
• The sttudent reflects on
his/herr capacity to
contrib
bute to
improv
vement locally,
regionally, or globally.
“Proficiient/College
Reeady”
• The studeent identifies
collaborattors across
discipliness and industries
and createes opportunities
for personnal or
collaborattive action to
address a situation,
event, issuue or
phenomenna in ways that
improve cconditions.
• The studeent assesses
options annd plans actions
based on evidence that
indicates tthe potential for
impact, ta king into
account p revious
approachees and varied
perspectivves.
• The studeent acts,
personallyy or
collaborattively, in
creative a nd ethical
ways, to ccontribute to
improvem
ment locally,
regionally and/or globally
and assesss the impact of
the action .
• The studeent reflects on
his/her ca pacity to
contributee to and
advocate ffor
improvem
ment locally,
regionally , and/or
globally.
nced”
“Advan
• The student id
dentifies
collaborators across
disciplines an
nd industries
and involves o
others in
collaborative action
across borderrs to
address a situ
uation,
event, issue o
or
phenomena in
n ways that
improve cond
ditions.
• The student a
assesses
options and p
plans actions
based on evid
dence and
the potential ffor impact,
taking into account
previous apprroaches,
varied perspe
ectives, and
potential conssequences –
both intended
d and
unintended.
acts
• The student a
collaborativelyy, in
creative and e
ethical
ways, to desig
gn
sustainable so
olutions that
target local, re
egional,
and/or global
improvement..
• The student reflects on
his/her capaccity to
contribute to a
and
advocate for
improvement locally,
regionally, and globally.
DRAFT
T, January 2011, Page 4 of 4