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||
|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.|