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    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