This document contains a rubric for evaluating global awareness across four criteria: 1) Students investigate issues beyond their immediate environment. 2) Students recognize their own and others' perspectives. 3) Students communicate their ideas effectively with diverse audiences. 4) Students translate their ideas into appropriate actions to improve conditions. The rubric rates student performance as unsatisfactory, proficient, or advanced for each criterion based on measurable skills.

1. Academy of Global Studies @ Winton Woods High School
Global Awareness Rubric
Student Name:
Evaluator:
CRITERIA UNSATISFACTORY PROFICIENT ADVANCED
(Below Performance Standard) (Meets Minimum Criteria) (Demonstrates Exceptional Performance)
In addition to meeting the Proficient
Students do not generate and/or explain the
Students generate and/or explain the criteria… Students weigh, integrate, and
significance of locally, regionally, or globally
significance of locally, regionally, or globally synthesize evidence collected to construct
Students investigate the focused research questions. Students do not
focused research questions. Students identify, coherent responses that are appropriate to the
world beyond their identify, collect, and analyze the knowledge and
collect, and analyze the knowledge and evidence context of issues or problems. Students develop
immediate environment. evidence required to answer questions using a
required to answer questions using a variety of an argument based on compelling evidence that
variety of international sources, media, and
international sources, media, and languages. considers multiple perspectives and draws
languages.
defensible conclusions.
0……..1……..2……..3……..4……..5……..6 7…………..……8 9………………..10
In addition to meeting the Proficient
Students do not recognize and articulate one's Students recognize and articulate one's own criteria… Students explain how the interaction of
own perspective on situations, events, issues, or perspective on situations, events, issues, or ideas across cultures influences the
Students recognize their phenomena, and do not identify the influences phenomena, and identify the influences on that development of knowledge and situations,
own and others' on that perspective. Students do not articulate perspective. Students articulate and explain events, issues, or phenomena. Students
perspective. and explain perspectives of other people, perspectives of other people, groups, or schools articulate how the consequences of differential
groups, or schools of thought, and do not of thought, and identify the influences on those access to knowledge, technology, and resources
identify the influences on those perspectives. perspectives. affects quality of life and influences
perspectives.
0……..1……..2……..3……..4……..5……..6 7…………..……8 9………………..10
Students do not recognize that diverse
Students recognize that diverse audiences may
audiences may perceive different meanings from
perceive different meanings from the same
the same information. Students do not use
information. Students use appropriate language, In addition to meeting the Proficient
Students communicate appropriate language, behavior, and strategies
behavior, and strategies to effectively criteria… Students explain how effective
their ideas effectively with to effectively communicate, both verbally and
communicate, both verbally and non-verbally, communication impacts understanding and
diverse audiences. non-verbally, with diverse audiences. Students
with diverse audiences. Students select and collaboration in an interdependent world.
do not select and effectively use appropriate
effectively use appropriate technology and
technology and media to communicate with
media to communicate with diverse audiences.
diverse audiences.
0……..1……..2……..3……..4……..5……..6 7…………..……8 9………………..10

2. CRITERIA UNSATISFACTORY PROFICIENT ADVANCED
(Below Performance Standard) (Meets Minimum Criteria) (Demonstrates Exceptional Performance)
Students do not recognize one's capacity to
Students recognize one's capacity to advocate
advocate for and contribute to improvement
for and contribute to improvement locally,
locally, regionally, or globally. Students do not
regionally, or globally. Students identify
identify opportunities for personal and In addition to meeting the Proficient
Students translate their opportunities for personal and collaborative
collaborative action to address situations, criteria… Students act creatively and
ideas and findings into action to address situations, events, issues, or
events, issues, or phenomena in ways which can innovatively to contribute to improvement
appropriate actions to phenomena in ways which can make a
make a difference. Students do not assess locally, regionally, or globally, both individually
improve conditions. difference. Students assess options for action
options for action based on evidence and the and collaboratively.
based on evidence and the potential for impact,
potential for impact, and do not take into
and take into account varied perspectives and
account varied perspectives and potential
potential consequences for others.
consequences for others.
0……..1……..2……..3……..4……..5……..6 7…………..……8 9………………..10