Cultural Competence Assessment

Student ______Assignment ______

Class______` Date ______

CATEGORY / ADVANCED
9692.590 / PROFICIENT
87858280 / BASIC
77.57572.570 / BELOW BASIC
67.56560___
Context of Production
Student is able to identify the context and/or conditions of production of the cultural artifact correctly. Identifies historical and geographical context. / Student correctly identifies historical and geographical context of production and provides information from research on said context.
20 19.2 18 / Student identifies correctly historical and geographical context of production.
17.8 17.4 16 / Student vaguely identifies a broad historical and geographical context where cultural artifact is produced.
15.8 15.5 14 / Student fails to identify the proper cultural, historical and geographical context, or does not attempt to identify it.
13,8 13.5 12
Understanding Expression
Relates the conditions and context of productions to the specific formal characteristics and topics of the cultural artifact being analyzed. / Student is able to connect the context to the topics and actual form of the cultural artifact in a clear and insightful manner.
20 19.2 18 / Student is able to connect the context to some of the topics and formal characteristics of the cultural artifact.
17.8 17.4 16 / Student can identify some formal characteristics and topics of the cultural artifact.
15.8 15.5 14 / Student does not identify any meaningful formal characteristics or topics of the cultural artifact.
13,8 13.5 12
Interpretation
Analyzes the topics (and possible ways to understand them) that the cultural artifact presents. Relates the topics to specific formal elements such as scenes, characters, etc. / Student provides a reasonable, coherent frame from which to understand the cultural artifact and its specific elements or components. Original and insightful. Contradictions in the artifact might be mentioned or explored.
20 19.2 18 / Student provides a reasonable perspective from which to understand the cultural artifact. Some elements are connected to more general topics.
17.8 17.4 16 / Student identifies topics but does not develop them fully or connect them to the elements that constitute the artifact. Analysis of elements might not be necessarily fully integrated in discussion of topics and ideas.
15.8 15.5 14 / Student fails to provide a coherent interpretation of the cultural artifact. Student can only provide fragments of analysis.
13,8 13.5 12
Cultural Differences
Student is able to understand and explain the different meanings that the cultural artifact and/or its elements can produce both within its local, as well as within a wider, global context. / Student is aware of the difference between the symbolic systems of the community within which the artifact was created, and his/her own. Might provide examples of cultural ambivalence or polysemia.
20 19.2 18 / Student is aware of the different ways of looking at a cultural artifact.
17.8 17.4 16 / Student is aware of cultural differences, yet might not be able to understand beyond his/her symbolic system.
15.8 15.5 14 / Student is unaware of the differences between symbolic systems. Student projects his/her own understanding of cultural artifact as the universal one.
13,8 13.5 12
Language
Is able to convey the conclusions of the analytic process described above to classroom (presentation) or in a coherent, written form (written assignment). / Student presents conclusions in a well-structured, clear, eloquent manner. Uses appropriate vocabulary and grammar. Provides evidence for his/her analysis.
20 19.2 18 / Student presents conclusions in a well-structured manner. Uses appropriate vocabulary and grammar most of the time. Provides evidence.
17.8 17.4 16 / Student is able to communicate conclusions. There might be problems of structure, vocabulary, and grammar, but they do not hinder communication.
15.8 15.5 14 / Student cannot communicate conclusions due to significant problems of structure, vocabulary and grammar.
13,8 13.5 12

TOTAL: ______