Link to Multicultural Interview Rubric
(EDF 315) Diverse Perspectives on Education
Common Course Assessment: Diverse Perspectives Exercise
Course Outcomes, from the Council for the Social Foundations of Education (CSFE):

Principle #2: The educator understands and can apply normative perspectives on
education and schooling.
The educator:
 Can appraise conceptions of truth, justice, caring, and rights as they are applied in
educational practice. (2.3)

Principle #3: The educator understands and can apply critical perspectives on education
and schooling.
The educator:
 Uses critical judgment to question educational assumptions and arrangements and to
identify contradictions and inconsistencies among social and educational values,
policies, and practices. (3.4)
 Has developed habits of critically examining educational practice in light of this
knowledge base. (3.5)
Course Outcomes, from InTASC:

Standard #2: Learning Differences: The teacher uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning environments
that enable each learner to meet high standards.
 2(d) The teacher brings multiple perspectives to the discussion of content, including
attention to learner’ personal, family, and community experiences and cultural
norms.
Directions to the Student:
During the semester, students will participate in three distinct and interrelated ways: 1) write brief
reports (profiles) of influential issues, educators, social activists, or social critics in a shared forum;
2) respond to topical case studies from the perspective of a teacher in a shared forum; 3) discuss
from diverse theoretical perspectives the issues raised in these case studies, in designated
discussion sites or forum.
Rubric for Diverse Perspectives Exercise:
Elements
CSFE
Principle 2.3:
Can appraise
conceptions of
truth, justice,
caring, and rights
as they are
Distinguished
(3)
Proficient
(2)
Written
participation
addresses the
values that
underlie specific
educational
practices, and
explains the
Written
participation
addresses the
values that
underlie
educational
practices,
Progressing
(1)
Unsatisfactory
(0)
Written
participation
addresses some
of the values that
underlie
educational
practices, without
making clear
Written
participation fails
to address values
that underlie
educational
practices.
applied in
educational
practice.
relationship
between values
and practice, and
discusses the
implications.
explains the
relationship
between values
and practice,
without
discussing
implications.
connections
between values
and practice or
discussing
implications.
CSFE
Principle 3.4:
Uses critical
judgment to
question
educational
assumptions and
arrangements
and to identify
contradictions
and
inconsistencies
among social and
educational
values, policies,
and practices.
Identifies and
discusses
assumptions that
underlie
educational
practice;
discusses specific
contradictions
and
inconsistencies
between social
values, stated
school values,
and school
policies and
practices.
Identifies
assumptions that
underlie
educational
practice;
identifies specific
contradictions
and
inconsistencies
between social
values, stated
school values,
and school
policies and
practices.
Identifies some
assumptions that
underlie
educational
practice;
identifies some
contradictions
and
inconsistencies
between social
values, stated
school values,
and school
policies and
practices.
CSFE
Principle 3.5:
Has developed
habits of critically
examining
educational
practice in light of
this knowledge
base.
InTASC
Standard 2(d):
The teacher
brings multiple
perspectives to
the discussion of
content, including
attention to
learner’ personal,
family, and
community
experiences and
cultural norms.
Does not identify
assumptions that
underlie
educational
practice; nor
identify any
specific
contradictions
and
inconsistencies
between social
values, stated
school values,
and school
policies and
practices.
(EDF 315) Diverse Perspectives on Education
Common Course Assessment: Multicultural Interview
Course Outcomes, from the Council for the Social Foundations of Education (CSFE):

Principle #5:
The educator understands the full significance of diversity in a democratic
society and how that bears on instruction, school leadership, and governance.
The educator:
 Understands how social and cultural differences originating outside the classroom
and school affect student learning. (5.1)
 Has acquired an understanding of education that includes sensitivity to human
potentials and differences. (5.2)
 Is accepting of individual differences that are consistent with democratic values and
responsibilities. (5.5)
 Is disposed to the acceptance of human commonality within diversity. (5.6)
Course Outcomes, from InTASC:

Standard #2: Learning Differences: The teachers uses understanding of individual
differences and diverse cultures and communities to ensure inclusive learning environments
that enable each learner to meet high standards.
 2(k) The teacher knows how to access information about the values of diverse
cultures and communities and how to incorporate learners’ experiences, cultures,
and community resources into instruction.
 2(n) The teacher makes learners feel valued and helps them learn to value each
other.
Directions to the Student:
Conduct a face-to-face interview (i.e., not over the phone or internet) with an individual who
comes from a cultural background of one of the predominant ethnic minority groups in the United
States; submit a typed transcript of the interview, analysis of the interview, and a one-page
summary of your experience and the most significant things you learned from doing this
assignment.
Rubric for Multicultural Interview:
Elements
Distinguished
(3)
Proficient
(2)
CSFE
Principle 5.1:
Understands how
social and
cultural
differences
originating
outside the
classroom and
Multicultural
interview paper
identifies specific
social and
cultural factors
that encourage or
impede learning
in school, and
explains the role
Multicultural
interview paper
identifies specific
social and
cultural factors
that encourage or
impede learning
in school, without
explaining the
Progressing
(1)
Multicultural
interview paper
identifies social
and cultural
factors but only
states factors in
broad,
stereotypical
terms.
Unsatisfactory
(0)
Multicultural
interview paper
does not identify
specific social and
cultural factors
that encourage or
impede learning
in school.
school affect
student learning.
InTASC
Standard 2(n):
The teacher
makes learners
feel valued and
helps them learn
to value each
other
CSFE
Principle 5.2:
Has acquired an
understanding of
education that
includes
sensitivity to
human potentials
and differences.
CSFE
Principle 5.6:
Is disposed to the
acceptance of
human
commonality
within diversity
CSFE
Principle 5.5:
Is accepting of
individual
differences that
are consistent
with democratic
values and
responsibilities.
InTASC
Standard 2(k):
The teacher
knows how to
access
information about
the values of
diverse cultures
and communities
and how to
incorporate
learners’
of school in
addressing these
factors.
role of school in
addressing these
factors.
Multicultural
interview paper
articulates a view
of education that
addresses
individual
learning
differences and
needs;
demonstrates
broad cultural
knowledge and
understanding,
using sensitive
and culturally
appropriate
language.
Multicultural
interview paper
consistently
identifies
individual
learning
differences and
needs; contains
no culturally
insensitive or
stereotypical
statements.
Multicultural
interview paper
does not
consistently
recognize
individual
learning
differences and
needs; makes
some culturally
insensitive or
stereotypical
statements,
Multicultural
interview paper
does not
recognize
individual
learning
differences and
needs; makes
culturally
insensitive or
stereotypical
statements.
Multicultural
interview paper
describes the role
of the school in
recognizing or
responding to
individual
differences, and
relates these
school efforts to
specific
democratic
values.
Multicultural
interview paper
describes the role
of the school in
recognizing or
responding to
individual
differences.
Multicultural
interview paper
does not
adequately
describe the role
of the school in
recognizing or
responding to
individual
differences.
Multicultural
interview paper
does not describe
the role of the
school in
recognizing or
responding to
individual
differences.
experiences,
cultures, and
community
resources into
instruction