ASSESSMENT RUBRIC
- 1.0 Openness
- 2.0 Cultural Worldview and Knowledge
- 3.0 General Connection of Experience to Personal Growth
- 4.0 Connection of Cultural Experiences to Academic Context
- 5.0 Cultural Self Awareness
- 6.0 General Transfer of Knowledge and Skills
- 7.0 Understanding of Global Context and Impact
- 8.0 Effective Communication
This rubric contains definitions that are adapted from and inspired by AACU rubrics: Global Learning and Intercultural Knowledge and Competence. A team of cross-cultural experts from across SUNY combined the AACU VALUE rubrics to create a new rubric. This new rubric can be used as an assessment instrument. It contains definitions as well as benchmarks for each skill. Some definitions are almost verbatim, many are combined from more than one definition, and many are paraphrased.
1.0 Openness
Definition: Open to new perspectives.
Element | 0 | Benchmark 1 | 2 | Milestone 3 | Capstone 4 |
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Openness | Unaware. Not Receptive | Unaware of own judgement, but receptive | Receptive, aware of judgment, but not initiating interactions and opportunities | Initiates interaction to try to learn other cultural perspectives | Seeks out, assesses, and accepts as valid, other cultural perspectives |
Example | I do not feel that this project will change me personally or professionally because it does not seem like there will be anything that could cause me to change within these projects. | I am looking forward to meeting new people from another country. I am sure that they will have very strong opinions about Americans. | I am looking forward to going to France. However, I really don’t like French food very much, so I’ll probably go out to eat at McDonalds or KFC whenever possible. | I am hoping to have an opportunity to observe consumer and business trade processes and practices, as well as possibly be immersed in cultural traditions that are interwoven into everyday scenarios in Turkey yet possibly taken for granted by the ‘locals.’ | I believe I became more open minded and more open to new experiences. I tried all these different foods that I would have never tried if the Turkish students hadn't pushed me and reassured me I would like them. I also want to travel more, and learn about more new cultures and people and everything else! I find these experiences completely amazing! |
2.0 Cultural Worldview and Knowledge
Definition: How culture contributes to one's view of the world
Element | 0 | Benchmark 1 | 2 | Milestone 3 | Capstone 4 |
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Cultural Worldview and Knowledge | Does not appear to understand how culture contributes to one’s world view | Appears to understand how culture contributes to one’s worldview | Provides at least one example of how culture contributes to one's view of the world. No analysis present. | Provides obvious examples of how culture contributes to one’s view of the world. There is limited analysis present. | Provides complex and insightful examples with an integrated analysis of how culture contributes to one’s view of the world |
Example | I think that all people should believe that FGM is wrong. | I understand that the societies they live in are different; the way they practice things is normal to them but the way we do things seems out of place to them. | This demography study helped me understand Kenyan culture and the way in which the country has changed over time. I was able to get a new perspective on agricultural practices, environmental issues, and other cultural practices. | A better understanding of global issues in general will be a great benefit. With our rapidly changing world and business practices that reach throughout most countries, exposure to Turkey will be a great learning experience for me. | I am hoping to gain insights into how the Turkish economy is ‘emerging’. From corporate entities, finance, women in the workplace (and management positions), to the impact that religion, traditions and government presence have on the society … being immersed in the day-to-day life should give me an idea how Turkish business partners may approach projects when working collaboratively with the US or other countries on projects |
3.0 General connection of experience to personal growth
Definition: Connects cultural experiences to their personal lives and culture
to personal growth and development.
Element | 0 | Benchmark 1 | 2 | Milestone 3 | Capstone 4 |
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General connection of experience to personal growth | Makes no connections. Treats cultural experience as unconnected to personal life | Identifies cultural experiences that are related to one’s own life experiences | Identifies and connects to cultural experiences that similar to and different from one’s own. | Effectively selects and develops examples of cultural experiences that connects to impacts personal lives | Meaningfully applies cultural experiences to deepen understanding of self. |
Example | This trip abroad didn’t change me much. I got to eat lots of good food and see some beautiful buildings. | I have also learned a lot more Spanish than I ever thought possible and gained the ability to go with the flow a lot more | Some new skills I think I will pick up from this experience include being able to relate one culture to the other. Later in life if I ever travel I could have background information on certain cultures to make connections.with people abroad easier. | This experience will further open me to meeting people outside the US without being afraid . I think I will gain a tremendous number of skills including self-confidence, street smarts, independence, better money management. I will be less fearful and paranoid and more open minded. | This experience should provide insights into social situations, economic structures, politics, religions, and traditions that differ from mine. I plan to gain understanding and new perspectives which will lead to the ability to connect more readily on a personal and business level if/when the opportunity arises again. I look forward to meeting the Turkish people and learning how they do business, how they live, how they celebrate, and what they strive for in life. |
4.0 Connection of Cultural Experiences to Academic Context
Definition: Connects cultural experiences to academic context/concepts/course
content.
Element | 0 | Benchmark 1 | 2 | Milestone 3 | Capstone 4 |
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Connection of Cultural Experiences to Academic Context | Makes no connections of cultural connections to academic experience | Identifies connections from cultural experiences to academic context | Compares and contrasts similarities and differences to cultural experiences and academic concepts | Applies cultural experiences to academic content and can take academic constructs and apply them to understand cultural experiences | Integrates cultural experiences to broaden the understanding of theoretical concepts and other complex activities |
Examples | My trip to Costa Rica was so amazing. Going to visit a rainforest really made the concepts from my course in biodiversity come to life. | In my international trade course we are learning about comparative advantage. Now I am in Spain and I see all these farmers growing olives. I can see why they have olive oil in all their foods | This demography project helped me have a better appreciation for the environment and showed how important it is to preserve what is left of the wildlife. This project also helped me realize that industrialized nations are affecting the climate and environment negatively all around the world. | The professor’s lecture about the life cycle of consumer products can be applied to our personal and professional lives. Life is continually changing and it is better to adjust to change by having the willingness to be flexible. In my current job, every day is subject to learning new information and better procedures to improve our work product with the ultimate goal of satisfying our customers.
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5.0 Cultural Self Awareness
Definition: Having insight into own cultural rules and biases.
Element | 0 | Benchmark 1 | 2 | Milestone 3 | Capstone 4 |
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Cultural Self Awareness | Has no awareness of cultural influences on attitudes | Shows minimal awareness of own cultural preferences and biases | Shows awareness of own cultural preferences and biases and indicates a preference for one’s own | Recognizes the way others view one’s own culture; and is comfortable with “other” perspectives. | Acknowledges that exposure to different perspectives has caused shifts in one’s self description |
Examples | Even though she’s from the South, I have no idea why she is still so touchy when it comes to discussing slavery. That period in U.S. history was so long ago. | I understand that the societies they live in are different; the way they practice things is normal to them but the way we do things seems out of place to them. | As an older student with sons the ages of the students, I have discovered that the students are not any different than my own sons. They are respectful to others and have a love for their families and friends. They are aspiring to better themselves through education with the intentions of earning an honest living. | Rather than being fearful or skeptical of unfamiliar practices, foods, traditions, norms, or languages, everyone should take a moment to try to understand and consider how our own culture may seem odd to other people! | Emerging countries have high standards to achieve in an effort to become successful. This also implies that US citizens must not become complacent in regard to our own efforts. Americans cannot simply sit on laurels of the past ... we must continue to strive to remain strong as 'one nation, under God, indivisible, with liberty and justice for all?. |
6.0 General transfer of knowledge and skills
Definition: Transfers skills and knowledge learned in one cultural context to
apply to another cultural context.
Element | 0 | Benchmark 1 | 2 | Milestone 3 | Capstone 4 |
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General Transfer of knowledge and skills | Is unable to identify a transferable skill | Is able to identify a transferable skill | Basic acknowledgement of a new skill(s) and its (potential) use in a new situation | Uses skills, abilities, theories, or methodologies gained in one situation to contribute to understanding of problems or issues | Adapts and applies abilities, theories, or methodologies gained in one situation to new situations to solve or explore complex problems |
Examples | I’m not sure how learning about Islam will help me teach about evolution. | Learning how to use demographic information in Kenya might come in handy somewhere else. | I think it is important to know that some students may have different beliefs, and after doing this research paper I feel more comfortable teaching evolution to students who may not believe in it. | In conclusion, what matters most is the fact that this cultural group has a strong belief in God. These people would say that God is the creator of all existence, not nature. Others would argue that the ability to predict events depends on science. | I chose to discuss the perspectives on evolution held by Islam. First, Islam is one of the most widely followed religions globally…. Second, Islam is considered to be an Abrahamic religion (monotheistic). Most of the concepts in evolution can potentially come into conflict with the core beliefs of Islam since the Quran states that Allah is the all-powerful ruler and creator. On the other hand, proponents of evolution deny the concept of intelligent design and give much (if not all) the credit to nature..... |
7.0 Understanding of Global Context and Impact
Definition: Understands how the individual and people in general impact the
larger world
Element | 0 | Benchmark 1 | 2 | Milestone 3 | Capstone 4 |
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Global Self Awareness | Does not understand one’s impact on the world | Identifies some connections between an individual’s personal decision- making process and certain local and global issues. |
Analyzes ways that human actions influence the natural and human world. | Evaluates the global impact of one’s own and others’ specific local actions on the natural and human world. | Effectively addresses significant issues in the natural and human world based on articulating one’s identity in a global context. |
Examples | I don’t bother recycling. What’s the use? What difference can one person make? | The meal that we will be preparing for our project will consist of grilled cheese sandwiches with tomato soup. This meal is affordable and simple to prepare for those who lack culinary skills. It also highlights a major problem with the food industry today. Because of the popularity of fast food restaurants, most of our meals are already prepared for us. | From this demography project I learned about the major issue of deforestation in Brazil and how the United Nations and World Wide Fund for Nature have helped Brazil slow down the process of deforestation. This project has also made me more aware of Brazil's top crops, its rural poverty, and the corruption plaguing the government. | These journalists discuss evidence suggesting that the chicken population has greatly increased. According to the journalists, this increase is due to human interference; corporations mass produce chickens for their meat and eggs. Our dependence on chicken meat and eggs has led to this huge population increase and an even larger problem involving physical mistreatment and denial of natural rights. Food corporations are benefitting from this abuse of chickens, and the public suffers with lesser quality meats in exchange for capital gain. | Having traveled abroad I now feel like I am a citizen of the world. I care about what happens in other countries and want to pursue a career working for the United Nations or another international organization. |
8.0 Effective Communication
Definition: Ability to communicate effectively across cultures, including the use of relevant technology.
Element | 0 | Benchmark 1 | 2 | Milestone 3 | Capstone 4 |
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Ability to Communicate effectively across cultures | Cannot negotiate across cultural differences | Has a minimal level of understanding of cultural differences in verbal and nonverbal communication; is unable to negotiate a shared understanding. | Identifies some cultural differences in verbal and nonverbal communication; is aware that misunderstandings can occur based on those differences but is still unable to negotiate a shared understanding.
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Recognizes and participates in cultural differences in verbal and nonverbal communication and begins to negotiate a shared understanding based on those differences. | Articulates a complex understanding of cultural differences in verbal and nonverbal communication (e.g., demonstrates understanding of the degree to which people use physical contact while communicating in different cultures or use direct/ indirect and explicit/ implicit meanings) and is able to skillfully negotiate a shared understanding based on those differences. |
Examples | I don’t plan to learn another language. Everyone should just speak English. | After our first skype call we assumed that we would remain in contact throughout the assignment and work together. Because of a lack of communication between the US students and AU students, our project became something less than a collaboration. The first problem that arose from the fact that the AU students tried to contact the US students over WikiSpaces without the US students’ knowledge. The US students had no idea that communication was attempted. Another problem was that our second skype call never happened (US students tried calling AU students but got no response); this absence of contact weakened our collaboration as well. The assignment resulted in solo projects by the US students and the AU students because of lack of communication. | After some time I got used to the way Europeans interacted and realized that just because someone was staring at me didn’t mean they wanted to abduct me, the behavior was simply a part of their culture
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..Now I have an ability to work more effectively in a second language and feel comfortable addressing potential "road bumps," conflicts, or troublesome situations in a polite and professional manner. In the past, any sort of confrontational situation made my knees shake and sent me running to the nearest exit.
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The way people greet each other reveals so much about their culture. Orthodox Jews won’t shake the hand of someone from the opposite sex. They place a high value on modesty. |