Rubric
Assessment: Rubric for Assessing Articulation of How Inequality is Produced (first outcome)
Learning Outcome: Articulate how a form of inequality (with respect to nationality, race, ethnicity, gender, class, or sexuality) is produced
|
Criteria |
Unsatisfactory |
Satisfactory |
Outstanding |
|
Correct form of inequality selected |
Forms of inequality covered in the outcome (e.g., race, gender, etc.) are not addressed in the assignment |
The forms of inequality addressed in the assignment are correct (e.g., race, gender, etc.) |
Not applicable |
|
Understanding of how inequality is produced |
The student does not appear to grasp how inequality is produced |
The student grasps how inequality is produced |
Student grasps how inequality is produced and generates new insights about its production |
|
Clarity of articulation |
The student cannot articulate clearly how inequality is produced |
Student can articulate how inequality is produced |
Student articulates exceptionally well how inequality is produced |
Assessment: Rubric for Assessing Articulation of How Inequality is Reproduced over Time (second outcome)
Learning Outcome: Articulate how a form of inequality (with respect to nationality, race, ethnicity, gender, class, or sexuality) is reproduced over time
|
Criteria |
Unsatisfactory |
Satisfactory |
Outstanding |
|
Correct form of inequality selected |
Forms of inequality covered in the outcome (e.g., race, gender, etc.) are not addressed in the assignment |
Forms of inequality addressed in the assignment are correct |
Not applicable |
|
Understanding of how inequality is produced |
The student does not appear to grasp how inequality is reproduced over time |
The student grasps how inequality is reproduced over time |
The student grasps how inequality is reproduced and generates one or more new insights about its reproduction |
|
Clarity of articulation of how inequality is produced |
The student cannot articulate clearly how inequality is reproduced over time |
Student can articulate how inequality is reproduced over time |
Student articulates inequality reproduction exceptionally well |
Assessment: Rubric for Assessing Articulation of How Inequality is Experienced by Those in Marginalized or Subjugated Population (third outcome)
Learning Outcome: Articulate how a form of inequality (with respect to nationality, race, ethnicity, gender, class, or sexuality) is experienced by those in the marginalized or subjugated population
|
Criteria |
Unsatisfactory |
Satisfactory |
Outstanding |
|
Correct form of inequality selected |
Forms of inequality covered in the outcome (e.g., race, gender, etc.) are not addressed in the assignment |
Forms of inequality addressed in the assignment are correct |
Not applicable |
|
Understanding of how inequality is produced |
The student does not appear to grasp how inequality is experienced by those in the marginalized population |
The student grasps how inequality is experienced by those in the marginalized population |
The student grasps this experience and generates one or more new insights about it |
|
Clarity of articulation of how inequality is produced |
The student cannot articulate clearly how inequality is experienced by those in the marginalized population |
Student can articulate how inequality is experienced by those in the marginalized population |
Student articulates exceptionally well how inequality is experienced by those in the marginalized population |
Assessment: Rubric for Assessing Articulation of How Inequality is Resisted by Those in Marginalized or Subjugated Population (fourth outcome)
Learning Outcome: Articulate how a form of inequality (with respect to nationality, race, ethnicity, gender, class, or sexuality) is resisted by those in the marginalized or subjugated population
|
Criteria |
Unsatisfactory |
Satisfactory |
Outstanding |
|
Correct form of inequality selected |
Forms of inequality covered in the outcome (e.g., race, gender, etc.) are not addressed in the assignment |
Forms of inequality addressed in the assignment are correct |
Not applicable |
|
Understanding of how inequality is produced |
The student does not appear to grasp how inequality is resisted by those in the marginalized population |
The student grasps how inequality is resisted by those in the marginalized population |
The student grasps the resistance and generates one or more new insights about it |
|
Clarity of articulation of how inequality is produced |
The student cannot articulate clearly how inequality is resisted by those in the marginalized population |
Student can articulate how inequality is resisted by those in the marginalized population |
Student articulates exceptionally well how inequality is resisted by those in the marginalized population |
Assessment: Rubric for Assessing Description of One Type of Process that Shaped the Emergence of a Marginalized or Subjugated Population (fifth outcome)
Learning Outcome: Describe one type of process (social, political, economic, cultural, psychological, or historical) that shaped the emergence of a marginalized or subjugated population
|
Criteria |
Unsatisfactory |
Satisfactory |
Outstanding |
|
Correct type of process selected |
Processes covered in the outcome (e.g., social, economic, etc.) are not addressed in the assignment |
Processes addressed in the assignment are correct |
Not applicable |
|
Understanding of how process has shaped emergence of population |
The student does not appear to grasp how the process in question shaped the emergence of the population in question |
The student grasps how the process in question shaped the emergence of the population in question |
The student grasps how the process shaped the population's emergence and generates one or more new insights about it |
|
Clarity of description of how process has shaped emergence of population |
The student cannot describe clearly how the process in question shaped the emergence of the population in question |
Student can describe how the process in question shaped the emergence of the population in question |
Student describes exceptionally well how the process in question shaped the emergence of the population in question |
Assessment: Rubric for Assessing Description of One Type of Process that Has Shaped the Current Status of a Marginalized or Subjugated Population (sixth outcome)
Learning Outcome: Describe one type of process (social, political, economic, cultural, psychological, or historical) that has shaped the current status of a marginalized or subjugated population
|
Criteria |
Unsatisfactory |
Satisfactory |
Outstanding |
|
Correct type of process selected |
Processes covered in the outcome (e.g., social, economic, etc.) are not addressed in the assignment |
Processes addressed in the assignment are correct |
Not applicable |
|
Understanding of how process has shaped current status of population |
The student does not appear to grasp how the process in question has shaped the current status of the population in question |
The student grasps how the process in question has shaped the current status of the population in question |
The student grasps how the process has shaped the population's current status and generates one or more new insights about it |
|
Clarity of description of how process has shaped population's current status |
The student cannot describe clearly how the process in question has shaped the current status of the population in question |
Student can describe how the process in question has shaped the current status of the population in question |
Student describes exceptionally well how the process in question has shaped the current status of the population in question |