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: | ||
