Contextual Analysis Rubric
This rubric is designed to evaluate the extent to which undergraduate students analyze contemporary issues within the context of diverse disciplinary perspectives. Results will be used for program improvement purposes only.
Download the Contextual Analysis Rubric (PDF version)
| Course: | Instructor: | Student: | Date: |
| Component | Component Fully Met (rating = 3) |
Component Met (rating = 2) |
Component Met (rating = 1) |
Component Not Met (rating = 0) |
Rating |
| Recognize and appreciate cultural diversity so as to participate intelligently and actively in society | Adapts and applies a deep understanding of multiple worldviews, experiences, and power structures while initiating meaningful interaction with other cultures to address significant global problems. | Analyzes substantial connections between the worldviews, power structures, and experience of multiple cultures historically or in contemporary contexts, incorporating respectful interactions with other cultures. | Explains and connects two or more cultures historically or in contemporary contexts with some acknowledgement of power structures, demonstrating respectful interaction with varied cultures and worldviews. | Describes the experiences of others historically or in contemporary contexts primarily through one cultural perspective. | |
| Evaluate issues within multicultural, global and international contexts | Applies knowledge and skills to implement sophisticated, appropriate, and workable solutions to address complex global problems using interdisciplinary perspectives independently or with others. | Plans and evaluates more complex solutions to global challenges that are appropriate to their contexts using multiple disciplinary perspectives (such as cultural, historical, and scientific). | Formulates practical yet elementary solutions to global challenges that use at least two disciplinary perspectives (such as cultural, historical, scientific). | Defines global challenges in basic ways. | |
| Develop a personal value system while retaining tolerance for others | Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how her/ his experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in self-description.) Initiates and develops interactions with culturally different others. Suspends judgment in valuing her/ his interactions with culturally different others. |
Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.) Begins to initiate and develop interactions with culturally different others. Begins to suspend judgment in valuing her/ his interactions with culturally different others. |
Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.) Expresses openness to most, if not all, interactions with culturally different others. Has difficulty suspending any judgment in her/ his interactions with culturally different others, and is aware of own judgment and expresses a willingness to change. |
Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.) Has difficulty suspending any judgment in her/ his interactions with culturally different others, but is unaware of own judgment. |
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