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Integrated Assessment: Culture, Society & Citizenship

Culture, Society and Citizenship

Describe and explain behaviors and beliefs of various populations throughout the United States of America and the world.

 

1. Discuss the role of diversity and equity in the context of the United States of America and the world.
2. Review social and cultural conventions within their historical contexts.
3. Examine the interdependence of people in their respective environments.
4. Examine artistic and aesthetic values of various cultures.
5. Explain the nature of a democratic society.
6. Articulate the values of civic engagement, community involvement and the role of service.

Criteria 3-Competent 2-Developing 1-Beginning N/A
Cultural Competence
Understanding that culture is an agreed upon way of behaving exhibited by a specific group of people to include shared beliefs and values and practices
Demonstrates a clear understanding of why it is important that culture is an agreed upon way of behaving exhibited by a specific group of people to include shared beliefs, values and practices. Understands how differences affects daily life and interactions among people. Demonstrates surface understanding about the fact that culture is an agreed upon way of behaving exhibited by a specific group of people to include shared beliefs values and practices. Realizes that differences exists but is unclear on how that affects daily life and interaction with others. Unaware or misinformed about the fact that culture is an agreed upon way of behaving exhibited by a specific group of people to include shared beliefs, values and practices. Rejects the idea of difference.  
Inclusion
Understanding the role of equality and equity in culture and society
Demonstrates a clear understanding of what is meant by diversity as well as the differences between equity and equality. Understands and is able to explain an egalitarian society. Demonstrates a surface understanding/awareness of what is meant by diversity as well as the differences between equity and equality. Is able to recognize when a state of inequality exists. Unaware or misinformed about what is meant by diversity and the differences between equity and equality. Is unaware of and/or rejects the existence of inequality in society.  
Reflection
Engaging in reflective insights and/or analysis of issues concerning culture and society
Explores the impact of one’s own assumptions judgments and/or biases related to self and others. Demonstrates awareness of the cultural bias of one’s own assumptions, judgements and/or biases related to self and others. Demonstrates no awareness of the cultural basis of one’s own assumptions, judgements and/or biases related to self and others.  
Social Justice
Understanding the ideal of social justice as a world where the responsibilities and benefits of citizenship are offered equitably to all citizens
Demonstrates a clear understanding of the impact of social inequality and cultural bias on the participation in the responsibilities of citizenship. Demonstrates a clear understanding of the negative impact of social inequality and cultural bias on the ideal of social justice. Demonstrates a surface understanding of the impact of social inequality and cultural bias on participation in the responsibilities of citizenship. Demonstrates an awareness of the negative impact of social inequality and cultural bias on the ideal of social justice. ; Demonstrates no awareness of the impacts of social inequality and cultural bias on participation in the responsibilities of citizenship. Demonstrates no awareness of the negative impact of social inequality and cultural bias on the ideal of social justice. ;  

In creating this rubric, CCAC faculty experts felt strongly that the Advanced level is not attainable at the freshman and sophomore level of a student’s education.

*The N/A category is to be used in a situation when ONE of the rubric criteria is not applicable to the chosen assessment. For example, if Social Justice was not part of the original assessment, then you select N/A for that row. Point totals will be adjusted accordingly when the final data is aggregated. Faculty are strongly encouraged to align assessments to the rubric. If you feel the need to select N/A for multiple criteria, then the assessment measure should be adjusted or replaced by a more appropriate one. If you need help with this process, please contact the Assessment Team: awg@ccac.edu .

Recommended Assessment Measures (Ferris State):

01) Selected response exams
02) Constructed response exams
05) Short written report
06) Medium written report
07) Long written report
08) Student projects
11) Capstone projects
12) Oral presentations
13) Student performance
15) Case study

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culture, society & citizenship rubric
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Types of Assessments & CCAC Examples:

Student project
Consider the way that culture impacts the spread and treatment of one disease

Exam short answer
Consider the ways that statistics can be used to support various perspectives

Written report
Research effects of culture on culinary choices that highlights a particular group of people
Research on the effect of cultural difference during a specific time period

Oral presentation
Research and present on immigration issues in America or other nations
Present on the importance of understanding different cultures for independent contractors and/or union employees

Case study
Research and develop a study on a global company (e.g. compare contrast strategies for that company in diverse cultures)
Develop a case study on the treatment of a particular minority over time

Capstone project
Develop a project that considers the effect of culture/diversity/inequality on each layer of learning

 

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