Global Outcomes Assessment Reporting Packet: Intercultural Appreciation
Table of Contents
Introduction
The Assignments
The Rubric
The Class Performance by Criteria Tally Sheets
Closing the Loop: Plan of Action
Updated Summer 2013
Introduction:
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:
1.
2.
3.
4.
5.
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 syllabus
Instructor hands out and explains the rubric
Instructor 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 learning
6. Instructor 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
7. 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.
8. 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
Updated Summer 2013
The Assignments:
Course #: Course Name, Instructor Name
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.
Updated Summer 2013
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.
Criteria
Mastering
Defines 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.
Acknowledgement Acknowledges and
of stereotypes and challenges the stereotypes
and prejudice they have
prejudice
regarding people who are
different from them in the
workplace or classroom.
AND/OR
Challenges past, present,
and future impact of
privilege and discrimination.
AND/OR
Actively demonstrates
commitment to eliminate
personal biases.
Cultural
awareness and
self-knowledge
Updated Summer 2013
Achieving
Developing
Beginning
Defines culture as including
multiple components and
identifies aspects of own
culture.
AND/OR
Identifies cultural factors
that impact their
perspective.
Defines culture in a simple
way and identifies some
aspects of own culture.
AND/OR
Demonstrates some
understanding of how
culture impacts them.
Defines culture in a simple
way and struggles to identify
own culture.
AND/OR
Believes that only other
people possess culture.
Recognizes stereotypes
others may hold about them.
AND/OR
Acknowledges the
stereotypes and prejudice
they have regarding people
who are different from them
in the workplace or
classroom.
AND/OR
Explores how stereotypes
impact interactions.
AND/OR
Considers whether
stereotypes are correct and
Defines the meaning of
stereotype and prejudice.
AND/OR
Begins to explore how
stereotypes impact
interactions.
AND/OR
Shows some willingness to
explore whether their
stereotypes or prejudices are
correct.
Struggle to define the
meaning of prejudice or
stereotype.
AND/OR
Recognizes 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.
Not
Assessed
at
Instructor’s
Discretion
Verbal and
nonverbal
communication
Shows a working
understanding of
communication differences.
AND/OR
Is able to negotiate a shared
understanding between
individuals from different
groups in the workplace or
classroom.
Respect,
engagement, and
inquiry
Carefully 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.
Analyzes and applies
knowledge of multiple points
of view and can work
effectively with many people
who are different from
them.
AND/OR
Uses differences to enhance
the ability to effectively
perform work.
AND/OR
Initiates and develops
interactions with culturally
different others, suspends
judgment.
Teamwork and
openness
Updated Summer 2013
begins to adjust them.
Identifies cultural differences
in verbal and nonverbal
communication and their
impact on interactions.
AND/OR
Works toward negotiating a
shared understanding
between individuals from
different groups.
Considers impact of
potentially offensive
behavior and adjusts.
AND/OR
Engages in opportunities to
develop understanding.
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/OR
Demonstrates openness to
those who are different from
them.
Identifies some cultural
differences in verbal and
nonverbal communication
and is aware that
misunderstandings can occur
based on those differences.
AND/OR
Works toward negotiating a
shared understanding
between individuals from
different groups, but
struggles at times.
Recognizes behavior that
might be considered
offensive and is willing to
adjust.
AND/OR
Works effectively with
people who are different
from them.
Has a minimal level of
understanding of cultural
differences in
communication.
AND/OR
Struggles to negotiate a
shared understanding
between individuals from
different cultural groups in
the workplace or classroom.
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/OR
Demonstrates some
openness to those who are
different from them.
Makes an effort but is
uncomfortable interacting
with people who are
different.
AND/OR
Struggles to identify how
differences enhance
teamwork.
Struggles to recognize
behavior that might be
considered offensive.
AND/OR
Will work with people who
are culturally different from
them if assigned but does
not volunteer.
Cut and paste your rubric here if you used different descriptors than those provided in the rubric above.
Updated Summer 2013
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 ______________
1
2
3
4
5
Criteria
Cultural awareness and self-knowledge
Mastering
Achieving
Developing
Beginning
Not Assessed
Beginning
Not Assessed
Acknowledgement of stereotypes and
prejudice
Verbal and nonverbal communication
Respect, engagement, and inquiry
Teamwork and openness
Class Performance by Criteria Chart (Post-Assessment)
Total Class Participation ______
Date ______________
1
2
3
4
5
Criteria
Cultural awareness and self-knowledge
Acknowledgement of stereotypes and
prejudice
Verbal and nonverbal communication
Respect, engagement, and inquiry
Teamwork and openness
Updated Summer 2013
Mastering
Achieving
Developing
Closing the Loop: Plan of Action
Keep, Stop, Start
Keep, 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?
Updated Summer 2013