Global Learning Course
Assessment Matrix
Faculty Name: Angela Rodriguez
Course: EDF 4604, Cultural and Social Foundations of Education
Academic Unit: Education
Degree Program: B.S. Education
Global Learning Student Learning
Outcome Addressed
Global Awareness: Students will be able to
demonstrate knowledge of the
interrelatedness of local, global,
international, and intercultural issues,
trends, and systems.
Course Learning Outcome
Students will demonstrate an
understanding of the interrelatedness of
education and global challenges.
Semester Assessed:
Spring 2013
Assessment Method
Assessment Results
Assessment Activity/Artifact:
Small groups read assigned articles about
specific local and global issues and how this
impacts teaching, learning and policy
decisions in education. Students prepare to
lead a class dialogue. Groups use questions
and active learning activities to lead class
discussion of one of week's topics about local
issues that are interrelated to issues reflected
in assigned readings.
Students presented selected chapters from
the textbook and lead the class on class
discussion dealing with each of the topics
assigned i.e. child labor in the global
economy, culture of consumption and the
environment, among other topics. They also
found current issues to relate to their assigned
chapter to discuss with classmates.
Additionally they provided ideas to the class
on how they could use the information found
in the textbook to create lessons for future use
in their classes.
The majority of the groups created acceptable
presentations and lead the class on
discussions of relevant topics.
Suggestions were given to improve pp
presentations.
Students were evaluated by classmates and
instructors on their presentations based on the
quality of information provided, creativity of
presentation, relevance of current issues
presented to class and suggestions for future
classroom use.
Evaluation Process:
Peer & Professor designed rubric for guiding
and evaluating class presentations.
Minimum Criteria for Success:
Presentation demonstrates through questions
and activities an understanding of a particular
topic within a context of developing global
perspectives in education.
A score of at least a 3 on class rubric.
Sample: All students will be assessed.
Use of Results for Improving Student Learning
Continue using the assignment. Provide students with more detailed guidelines on the evaluation rubric. Ask students presenting to provide
copies of their suggested classroom activities to the class so class can build a portfolio that could be used in the future.
A pre-test and post-test evaluation will be implemented in future sessions as well.
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Global Learning Course
Assessment Matrix
Faculty Name: Angela Rodriguez
Course: EDF 4604, Cultural and Social Foundations of Education
Academic Unit: Education
Degree Program: B.S. Education
Global Learning Student Learning
Assessment Method
Outcome Addressed
Assessment Activity/Artifact:
Students will discuss perspectives on culture,
Global Perspective: Students will be able
impact of culture in the education system,
to conduct a multi-perspective analysis of
social issues impacting education, role of
local, global, international, and intercultural
educators in society, (how roles are different
problems.
according to culture values).
Course Learning Outcome
Evaluation Process:
Students will be able to construct a multiStudent & Professor designed rubric for
perspective analysis of an issue of social
effective reflective writing with consideration
justice of education.
also given to evaluation of an adequate
discussion of multi-perspective analysis.
Minimum Criteria for Success:
(1-3) On a five point scale on rubric, student
scores at least a 3 demonstrating an ability to
analyze an issue through multiple lenses.
Semester Assessed:
Assessment Results
Spring 2013
Each students either discussed in class or
posted (online class) for each of the topics
assigned for discussion. Additionally
each student was asked to submit written
reflections on two journal articles selected
by the instructors. 95% of the students
scored at least a 3 on each of the reading
reflections and 90% of the students
participated in classroom or postings for
each of the weekly discussion topics.
Sample: All students will be assessed.
Use of Results for Improving Student LearningGuidelines for reading reflection will be more specific and discussion/posting participation grade will be maintained as 20% of their grade.
Different reading selections will be provided so the students will have more choices. Also, if a student wants to select a journal article not
listed in the syllabus he/she would need to submit it for approval prior to writing the reflection. Each student will be asked to summarize one of
the reading reflections to the class in a 5 minute presentation and briefly explain how it has changed his/her views on a given topic.
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9.10.12
Global Learning Course
Assessment Matrix
Faculty Name: Angela Rodriguez
Course: EDF 4604, Cultural and Social Foundations of Education
Academic Unit: Education
Degree Program: B.S. Education
Global Learning Student Learning
Assessment Method
Outcome Addressed
Assessment Activity/Artifact:
Global Engagement: Students will be able
In small groups students implement course of
to demonstrate willingness to engage in
action as a response to the problem-posing
local, global, international, and intercultural
discovered through their action research
problem solving.
project. Students create a WebQuest inquiry
project and Curriculum/Unit Plan that serves a
targeted grade level and meets appropriately
Course Learning Outcome
revised Global Learning student outcomes as
Students will identify and implement a
explored in the course. Present WebQuest
course of action to solve a problem that
inquiry project and unit plan to class. Write
impacts school and society.
reflective final self and group analysis.
Evaluation Process:
Peer & Professor designed rubric for guiding
and evaluating Service Learning Project or
Curriculum/Unit Plan.
Minimum Criteria for Success:
Presentation demonstrates critical thinking
and evidence of action. Reflective analysis
serves as synthesis of course material and
final processes.
A score of at least a 3 on class rubric.
Sample: All students will be assessed.
Semester Assessed:
Assessment Results
Spring 2013
Working on groups of five- six students created a
WebQuest comparing an education system from
another culture present it to the class, and compare
it to the education system to the U.S. They
examined the influence of culture, religion, history,
and control agencies in the system. They were
asked to select an element of the system they
would like to see implemented in the U.S. and
discuss why they felt it would work. The countries
selected were Australia, China, Finland, France,
Ireland, Israel, Japan, Mexico, Saudi Arabia, and
Spain
Students presented their WebQuest in class and
led a class discussion on the comparison on the
two systems and on the elements they would like to
see implemented in our education system.
Additionally they wrote a group research paper and
an individual reflection.
Students were evaluated by fellow students and
myself on their WebQuest presentation and class
discussion. The research paper and individual
reflection
were evaluated by myself.
The majority of the students did well on the
WebQuest assignment. The research paper
assignment will be reviewed for future assignment.
98% Students achieved at least a 2 on the Rubric
on Taskstream for the WebQuest assignment and
reflection.
Use of Results for Improving Student Learning
The WebQuest assignment will continue to be used. The research paper will be changed to a Wiki assignment to ensure that all group
members are participating.
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