GE2 Cultural Proficiency/Diversity Project

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Below Proficient


Above Proficient


Quality of Project Problem Posed/ Question(s) Posed


NCGTS: 4.3
NCPTS: 1a.3, 2b.1, 4b.5, 5a.1
21stC: Critical Thinking and Problem Solving, Initiative and Self-Direction, Creativity and Innovation, Global Awareness, Civic Literacy

Student posed a question that was unclear or irrelevant to the goals of the assignment. Student is still in the process of understanding what are the elements of a good research question.

Student constructed a question that lends itself to readily available answers and/or developed a question requiring little creative or critical thought.

Student posed a focused question involving them in challenging research.

Student posed a thoughtful, creative question that engaged them in challenging or provocative research. The question breaks ground in or contributes knowledge to a focused, specific area.


Quality of Information Seeking/ Selecting Relevant Data/ Research


NCGTS: 3.1, 3.3, 4.4
NCPTS: 2b.2, 2b.4, 3b.1, 4a.3, 5a.2, 5c.1
21stC: Information Literacy, Media Literacy, ICT Literacy

Student gathered information that lacked relevance, quality, depth, and balance in regard research question.

Student gathered information from a limited range of sources and displayed only minimal effort in selecting relevant and up-to-date resources.

Student gathered information from a variety of relevant sources - print and electronic.

Student gathered information from a variety of quality electronic and print sources. Sources are relevant, balanced and include critical readings related to project or problem posed


Quality of Analysis and Synthesis of Data Collected


NCGTS: 4.1, 4.2, 5.1, 5.3
NCPTS: 1b.2, 2b.1, 2b.3, 2b.4, 4a.4, 4b.1, 4b.5, 4c.1
21stC: Flexibility and Adaptability, Information Literacy, Civic Literacy

Student project conclusions simply involved restating information with no analysis or application to specific project situation. Student could have put more work into organizing presentation rather than just listing information. Conclusions not related to project data. Student work not logically or effectively structured

Student project's conclusions could be supported by stronger evidence. Level of project analysis is adequate

Student project shows good effort was made in analyzing the evidence collected. Student made good connections between project ideas

Student carefully analyzed the information collected and drew appropriate and relevant conclusions supported by the evidence provided. Voice of the student is clearly evident.


Documentation of Sources Provided/ In-text Footnotes, etc. via APA style


NCPTS: 4a.3
21stC: Information Literacy, Media Literacy

Student clearly plagiarized sections of project without attribution. Project has severe flaws in documentation and citation.

Student needs to use greater care in documenting all sources. Documentation indicated a basic understanding of APA style.

Student documented sources with some care. Sources were properly cited, both in-text and on bibliography at end of the project.

Student documented all sources used, including visuals, electronic sites, etc. Sources were properly cited, both in-text and on bibliography at end of the project.


Culturally Proficient Continuum / Principles Used in Project


NCGTS: 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 4.1, 5.1, 5.2, 5.3
NCPTS: 1a.4, 1c.4, 1e.1, 1e.2, 2a.1, 2b.1, 2b.2, 2b.3, 2b.4, 2c.2, 2d.1, 2d.2, 2e.1, 2e.2, 2e.3, 4b.5, 4f.1, 4h.3, 5b.1, 5c.1, 5c.2
21stC: Global Awareness, Civic Literacy, Social and Cross Cultural Skills
ECU Global Perspective Objective 2

While student's project shows some knowledge about one's own culture, the culture of one's students, and the culture of one's school and community, there is little or no demonstrated professional understanding of how to respond to cultural difference or conflict.

Student's project demonstrates basic knowledge of culture and cultural diversity issues studied. Project demonstrates basic working knowledge of school strategies that are often used to resolve the diversity issue studied in this project. However, data presented does not clearly address and/or resolve problem(s) posed. Project does not address how advocacy issue would create more inclusive, respectful and responsive educational environment(s.).

Student’s project provides evidence of research-based knowledge of culture and cultural diversity issues studied. Project demonstrates knowledge of research-based strategies to address identified school diversity issue(s) posed. Strategies and recommendations identified are relevant to particular individuals, groups, and/or organizational structures studied. Project shows evidence that student has begun to think about how he/she might provide a more visible leadership in achieving a more respectful, inclusive, and responsive educational environment(s).

Student's project provides evidence of comprehensive mastery of culture and cultural diversity issues studied. Project demonstrates cutting-edge knowledge of how to effectively influence and change school organizational culture(s) policies and practices. Project demonstrates student's knowledge of guiding principles of cultural proficiency, social justice, and democracy. Project clearly provides evidence of student's leadership in promoting (or potentially promoting) a more respectful inclusive, and responsive educational environment(s).


Advocacy Project is Persuasive in Tone/Use of Cross-Cultural Leadership Communication Skills


NCGTS: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 4.6, 5.1, 5.3
NCPTS: 1a.6, 1b.1, 1b3, 1c.1, 1c.2, 1c.3, 1d.1, 1d.2, 2b.1, 2b.2, 2b.4, 2c.1, 2c.2, 2d.1, 2e.1, 2e.2, 3c.3, 3d.1, 4b.2, 4b.5, 4f.1, 5c.2
21C: Global Awareness, Civic Literacy; Social and Cultural Skills, Leadership and Responsibility,
Communication and Collaboration
ECU Global Perspective Objective 4

Students showed little evidence of thoughtful research or demonstrated leadership skills. Project wanders without research-based resolution.
Final project does not effectively communicate the nature, aim, goals, and/or project results.

Students need to work on communicating their ideas more effectively. Problem posed not effectively solved in educational setting.

Students effectively communicated the results of their research project. Models good conflict resolution skills.

Students effectively and creatively used appropriate cross-cultural communication tools to convey their conclusions and persuade reading audience toward social change


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