Skill Assesment
Holistic Thinking Rubric

Introduction: This rubric is designed to assess the presence of certain aspects of holistic thinking in university student work even if demonstrating holistic thinking was not a requirement for the assignment. Because this rubric is part of the SUNY Global Workforce Project, the rubric emphasizes examples of holistic thinking as applied to issues of globalization.

Instructions: First determine whether the student’s assignment required them to analyze a system in which they themselves are a part (an internal perspective) or a system in which they have no personal involvement (an external perspective). Then circle the criteria the assignment met. Provide briefs notes below. Do not “hunt” for evidence; if it’s not apparent, then it probably isn’t there.

Krathwohl’s Taxonomy of Affective Learning

Student’s Perspective

  The student’s perspective is internal (i.e., the student is part of the system in question) The student’s perspective is external (i.e., the student is not part of the system in question)
Receiving Acknowledges or implies the relationship between the parts of a system.
Valuing Places one’s own context as interdependent with other contexts. Views the system in question from the perspectives of multiple parts (e.g., compares and contrasts perspectives).
  Legitimizes perspectives in the system beyond one’s own. Reconciles (grants legitimacy) to various perspectives within their own contexts.
Organizing Integrates the various perspectives into a coherent and consistent worldview.
Notes:

Cross-Cultural Rubric

  

Cross-Cultural Communications Rubric

Criterion

Novice Level

Advanced Level

Knowledge of cultures Lists (or otherwise demonstrates rote knowledge of the) traditions, customs, conventions of the “other” culture (the whos, whats) that are relevant to the communication. E.g., “In Filipino culture, avoidance phrases, such as ‘I’ll try,’ often mean ‘No.’” Includes one’s own culture in the description. E.g., “In American culture, we also avoid saying ‘No,’ but to a lesser extent and usually only to close friends and family.”
Understanding of cultures Explains (the whys behind) the traditions, customs, conventions of the “other” culture that are relevant to the communication. E.g., “Filipino culture includes a strong desire to please others; avoiding direct refusal is avoiding causing disappointment.” Includes one’s own culture in the explanation. E.g., “This is different from American culture where we avoid saying ‘No’ so as not to seem rude.”
Analysis of cultures Identifies potential misunderstandings between cultures to avoid giving offense. E.g., “Don’t point with your fingers; use an open-hand instead.” Also avoids taking offense. E.g., “Do not be surprised if an associate of another gender refuses to shake hands with you.”
Evaluation of communication strategies Describes appropriate talking points, negotiation tools, etc. for use in this specific communication. Lists multiple strategies with explanation of why one is preferable to another.