Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| EDU-330 | EDU-330-O500 | Content Analysis for Cultural Competency | 70.0 | |||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Content | 100.0% | |||||||
| Matrix: Text Analysis | 15.0% | Not addressed. | Conducts the text analysis by poorly applying the article’s nine guidelines to identify bias in the selected material. | Conducts the text analysis by briefly applying the article’s nine guidelines to identify bias in the selected material. | Conducts the text analysis by properly applying the article’s nine guidelines to identify bias in the selected material. | Conducts the text analysis by professionally applying the article’s nine guidelines to identify bias in the selected material. | ||
| Matrix: Assessing Surface and Deep Culture | 15.0% | Not addressed. | Ineffectively assesses the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. | Partially assesses the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. | Effectively assesses the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. | Innovatively assesses the degree to which surface culture and deep culture are addressed and the cultural values that are presented in the text. | ||
| Matrix: Evaluating the Text for Bias | 15.0% | Not addressed. | Inappropriately explains how each guideline was applied to evaluate the text for bias in order to create more relevant learning experiences for all students. | Broadly explains how each guideline was applied to evaluate the text for bias in order to create more relevant learning experiences for all students. | Appropriately explains how each guideline was applied to evaluate the text for bias in order to create more relevant learning experiences for all students. | Insightfully explains how each guideline was applied to evaluate the text for bias in order to create more relevant learning experiences for all students. | ||
| Cultural Competence Continuum | 10.0% | Not addressed. | Unclearly describes where the text falls on the cultural competence continuum and why. | Somewhat describes where the text falls on the cultural competence continuum and why. | Clearly describes where the text falls on the cultural competence continuum and why. | Thoroughly describes where the text falls on the cultural competence continuum and why. | ||
| Personal Bias and Resources | 10.0% | Not addressed. | Illogically reflects on personal bias and includes resources that insufficiently deepen cultural understanding. | Ambiguously reflects on personal bias and includes resources that generally deepen cultural understanding. | Appropriately reflects on personal bias and includes suitable resources to deepen cultural understanding. | Insightfully reflects on personal bias and includes purposeful resources to deepen cultural understanding. | ||
| Action Steps | 15.0% | Not addressed. | Incomprehensibly or inappropriately identifies the action steps for competently and respectfully addressing student performance issues that may appear to be affected by the individual and cultural differences. | Sufficiently identifies the action steps for competently and respectfully addressing student performance issues that may appear to be affected by the individual and cultural differences. | Reasonably and completely identifies the action steps for competently and respectfully addressing student performance issues that may appear to be affected by the individual and cultural differences. | Expertly identifies the action steps for competently and respectfully addressing student performance issues that may appear to be affected by the individual and cultural differences. | ||
| Organization | 10.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. | The content may not be adequately organized even though it provides the audience with a sense of the main idea. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. | The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | ||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not addressed. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||
| Total Weightage | 100% |
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