Assessment Dissemination Project
- The Multicultural Diversity Assessment Disseminitation Project
- Description
- Assessments
- Performance Vignettes/Rubrics
- Teacher Education Content Tests
- Surveys and Attitude Scales
- Lesson Plans/Rubrics
- Diversity Plans/Rubrics
- Outcomes (PDF)
- Funding Information
- Conference Information
- Participating Universities
- Project Evaluation
- Awards
- Site Map
- Asessment of Multicultural Diversity Outcomes, April 2004
- Picture Gallery
- Journal of Thought
- Submission Listserve
RUBRICS
Factor 1
Lesson Plan Rubrics
Content of Objectives
Factor 1: Lesson Plan Objectives--(Content of Objectives & Question #2
| Incomplete (1) | Unsatisfactory (2) | Developing (3) | Proficient (4) |
| -Objective is absent or does not have a MC focus (e.g., animals and what country they came from) or is absent. | -MC focus is present but is not of primary importance in objective or is trivial (e.g., food day, making African beads). | -MC focus is central part of the lesson. The objective involves factual information about culture(s), but not on human interaction or understanding. | -MC focus is central part of the lesson. The objective centers on human interaction and/or understanding. |
| -MC focus does not actively involve students. Content of objective is too general. | -MC focus does not actively involve students. | -MC focus involves students at semi-passive level (i.e., performance without reflection). | -MC focus actively involves students. (e.g., role-playing, cooperative learning, cooperative games, decision-making). |
| -Objective is below the knowledge level (i.e., no knowledge of facts). | -Objective is at the knowledge level (i.e., knowledge of facts) | -Objective is at a knowledge or comprehension level (i.e., students are asked to do more than regurgitate facts; knowledge + activity). | -Objective is above knowledge and comprehension level (e.g., analysis, synthesis, evaluation) |
| -Stereotypes and bias in content of objective. | -Stereotypes and bias in content of objective. |
-No stereotypes or bias in the content of objective. | -There apparent efforts made to overcome/counteract stereotypes and bias in the content of objective |
| -Developmental appropriateness-No age level indicated in objective | -Age level is given lesson is minimally appropriate. | -Lesson is appropriate for level. | -Lesson not only matches age level but includes age-level adaptations. |
| EXAMPLE | EXAMPLE | EXAMPLE | EXAMPLE |
Factor 2: Lesson Plan Mechanics-- (Objectives supported by lesson plan activities and matched to assessments...(i.e., Obj--Plan--Assess link)
| Incomplete (1) | Unsatisfactory (2) | Developing (3) | Proficient (4) |
| -Lesson plan is incomplete (i.e., is missing one of
the following: Objective Check for understanding
|
-No match between objectives, activities and
assessment.
Ex: "Papers will be graded" or "I will evaluate them during class discussion." -Assessment is on understanding of facts/figures. Student does not search for individual meaning of information/lesson Ex: Just comparing two nursery stories without understanding cultural significance. -Only some students are assessed. Ex: Asking only the group leaders about understanding. |
-Assessment matches objectives and activities only
partially (e.g., plan is on differences, assessment is on identifying skin color) -Assessment
is cursory or topical or not specific enough
-Assessment uses one method only--although everyone is assessed, they must respond in the same way. Ex: No use of multiple intelligences. |
-Clear match between objectives, activities and
assessment. -Assessment involves MC/Div with comprehensive assessment Ex: Knowing facts, significance of assignment, and globalization. -Assessment involves depth of student understanding (i.e., is meaningful or beyond understanding of facts/figures) (e.g., has student explain meaning)
-Assessment is appropriate (tailored) to students learning styles (i.e., uses more than one method of assessing such as multiple intelligences). |
| EXAMPLE | EXAMPLE | EXAMPLE | EXAMPLE |
Factor 3: Lesson Plan Rationale (Question #3 What makes this a multicultural/diversity objective?)
| Incomplete (1) | Unsatisfactory (2) | Developing (3) | Proficient (4) |
| Expresses apathy for differences.
Definition of apathy: No mention of diversity Ex: Not mentioning differences at all in the lesson plan. |
Reflects indifference or unconcern for
diversity. Definition of indifference: Recognizing differences, but minimizes the importance of diversity. Ex1: Acknowledging differences in skin color, but differences treated as trivial (104803) Ex2: Focusing on stereotypical differences which may or may not be an actual difference. (i.e. "I am Mexican, therefore, I eat tortillas.") |
Reflects recognition of and general acceptance
of differences. Some reflection on perspectives
|
Reflects respect and affirmation of individual
differences. Students will use information learned in interactions with fellow students
and their outside work. Ex: "The papers should be about themselves and where they come from. It should include customs and traditions in their households and extended families." (1054813)
|
| EXAMPLE | EXAMPLE | EXAMPLE |
Factor 4: Lesson Plan Inclusiveness (Question #4--What makes this an
example of an inclusive teaching strategy for a diverse classroom? And question #5--Given
your lesson plan and content, what services did or would you provide for non-English
speaking students in this classroom?)
| Incomplete (1) | Unsatisfactory (2) | Developing (3) | Proficient (4) |
| -No adaption is apparent for differing
learning styles.
-Lesson content is examined in one manner/activity. -One form of student achievement is expected.
-Learning assistance is inappropriate, unreasonable, or non-existent. e.g., "I would try to translate or write it out for them." |
-One adaptation is apparent for differing
learning styles.
-Lesson content is examined in one manner/activity. -One form of student achievement is expected. Ex. (2) The three children who needed special attention were excused from writing words and trying to pronounce them.
e.g., "Non-English speaking students have been provided with magazine from which photos could be clipped." |
-Two or more adaptations to support more than
one learning style.
-Use of different ways to examine subject. -Two forms of student achievement is expected. Ex.
e.g., "instruction would be provided by words and pictures." |
-Many different adaptations support learning
styles of all students.
-Use of different ways to examine subject. -Students encouraged to achieve in many different ways. (2) Each student will have the opportunity to show/demonstrate to others a piece of his/her heritage and culture. -Learning assistance is available in different formats appropriate for classroom needs. e.g., "the beauty of this lesson is you can follow your peers movements |
| EXAMPLE | EXAMPLE | EXAMPLE | EXAMPLE |
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Please feel free to email Dr. Anthony Ambrosio, if you have any concern about the grant. Thank you.
Original website designed by Marcos A. Prono and Sarah J. Stump revised by John W. Parton.
Last revision: Oct. 2006