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HUMANISTIC STUDIES Universitas Siswa Bangsa Internasional @2013

MODULE ASSESSMENT The assessment and evaluation for Humanistic Studies aim at the understanding selfidentity, other identities, social problem related to the diversity such as prejudice, stereotype, discrimination, social violence, and approaches to the study of religions, especially sociological and anthropological perspectives; as well as the having multicultural and tolerant attitude in dealing with other cultures and religions. The types of assessment and evaluation are both individual and group work. The following tasks are going to be developed by students and assessed for the course:

1. 2. 3. 4.

Assessment Discussion Presentation Essay (Guest Lecturer response) Final Exam

Type Individual Group Individual Individual

Percentage 25 % 25 % 20 % 30 %

1. Discussion: Author Says & I Say (25 %) This is an individual assignment. Every student has to write “Author says & I Say” for 10 topics of Humanistic Studies. Each assignment consist two parts: one part is a written summary, statement, an idea from selected reading we will call it “Author says”. The other part is written reflection or response based on your experience, and other researches. The length of “Author Says” is 100150 words, and “I say” is 250-300. After uploading the assignment, each of you has to respond to other postings, at least 2 postings of each topic. NO Topic: Multiculturalism 1 Communicating identity and culture 2 Prejudice, Stereotype and discrimination 3 Theories of multiculturalism 4 Practice of multiculturalism in Indonesia 5 Minority groups in Indonesia

NO Topic: Religious Studies 1 Approaches to the study of religions 2 History and dynamic of religions in Indonesia 3 Inter-religious relation 4 The resurgence of religious movement 5 Reflection on the course

Each of assignment must be completed and accessible by the lecturers by a day before class. The feedback for the topic “multiculturalism” will be given in the week 8 (midterm exam week). The feedback for the topic “religious studies will be given in the week 15 (final exam week). The assignment will be assessed based on checklist as follow: NO 1 2 3 4

Checklist Item Ten postings (author says & I say) Accuracy the data, summary Timeline (within the designed week) Respond to other postings (at least for 2 postings)

2. Group Presentation (25 %) Students are going to work in-group to present designed topics: “Approaches to the study of religions” and “minority group in Indonesia”. The class will be divided into 5 groups, in which each group will be responsible to do reading and research on given topics, as follow: a) The topic of the 1st group presentation: 1. Sedulur Sikep 2. Tolotang 3. Tengger 4. Dayak 5. Amma Toa The primary resources: Budiman, Hikmat, ed,. 2005. Hak Minoritas; Dilema multikulturalisme di Indonesia. Jakarta: The Interseksi Foundation. ___________,. 2005. Hak Minoritas; Multikulturalisme dan dilemma Negara bangsa. Jakarta: The Interseksi Foundation. b) The topic of the 2nd presentation: 1. Animism and Magic: E.B. Taylor & Frazer 2. Religion and Personality: S. Freud 3. Society as Sacred: E. Durkheim 4. Religion as Alienation: K. Marx 5. Religion as Cultural System: C. Geertz The primary resource: Pals, D.L. 1996. Seven theories of religions. New York: Oxford University Press.

However, you are expected to read other resources. The result of the group exploration should be reported in writing (descriptive summary and power point). The rubric of this assignment is attached below. 3. Individual Essay (20%) Every student is required to write and submit individual essay on designated topic. There are two individual essays that both respond to the Guest Lecturer Presentation. The 1st guest lecturer will present the issues of multiculturalism, and the 2nd will present the philosophical approach about religion. 4. Final Exam (30%) This is individual assignment. The type of Final Exam test is “Scientific Paper� that has to be submitted at the time of the exam timetable. The topic of paper is one of the topics that have discussed in the classroom, either multiculturalism or religious studies. Please use the style of APA 6 th edition for citation and references. The length of paper is 1500-2000 words. The paper must be consists of background, framing problem, theoretical framework, discussion, and conclusion. The rubric of this assignment is attached below

GROUP PRESENTATION--Humanistic Studies—odd semester Universitas Siswa Bangsa Internasional-2013

Scoring Component





Need improvement





 Presenter's purpose is clear  A strong overview is clear and establishes a competent presence  Information/ideas are conventional but valid and have appropriate examples  Good organization of information/ideas guides audience understanding of purpose  Sequence of components support content  Introduction and / or conclusion are effective

 Presenter's purpose is somewhat unclear  Overview is unclear and does not establish a firm presence  Information/ideas are general and may lack validity with few examples  Faltering organization of information/ideas contributes to audience confusion  Sequence of components falter in supporting content  Introduction and /or conclusion are functional

 Presenter's purpose is clear and sophisticated  A dynamic and creative overview establishes a confident presence  Information/ideas are sophisticated with excellent examples

 Excellent organization of information/ideas enhances audience understanding of purpose  Sequence of components Organization creatively enhance content  Introduction and / or conclusion are captivating

Verbal cues

 A wide range of oral features (tone, pace, volume) are utilized in a sophisticated

 A range of oral features are utilized to enhance presentation

 Presenter's purpose is unclear  Overview is missing  Information/ideas lack relevance or are missing with an absence of supporting examples

 A lack of organization of information/ideas contributes to audience frustration  Sequence of components seems random or without a plan  Introduction and / or conclusion are missing or inappropriate  Oral features are present,  A lack of oral features but require further  Vocal clarity is lacking and practice and a wider is frustrating for the

  Visual Literacy

 Audience Engagement

Writing report

fashion Excellent vocal clarity (enunciation & pronunciation) Eye contact is sustained throughout presentation for effect Body movement is purposeful, controlled and enhances topic with an identifiable tone Captivates and engages audience and holds their attention with a high level of understanding

 Submit the descriptive summary  Submit the power point

 Consistent vocal clarity

 Eye contact is generally  sustained throughout presentation   Body movement is utilized to help deliver message and establish tone  Audience attention is  maintained and level of understanding is strong  Submit the descriptive summary 

range Vocal clarity falters on occasion Eye contact is inconsistent Body movement is forced or restricted and does not further intended purpose and tone Audience attention is inconsistent and level of understanding is weak

 Submit the power point


 Eye contact is lacking  Body movement is either non-existent or inappropriate for intended purpose and tone  Inability to communicate with audience

 No writing reported submitted

INDIVIDUAL ESSAY--Humanistic Studies—odd semester 2011/2012, Universitas Siswa Bangsa Internasional-2013

Proficiency Level Student is aware of his/her own thinking

Student is able to analyze differing perspectives

Student is able to construct support

Beginning Student has an emerging awareness of his/her own thinking: provides confusing, little or no report of the thinking one might use to solve a problem or complete a task; falters in his or her explanation of how the new information will influence their practice. Defends his or her dominant and privileged beliefs, expectations, and values without sufficiently considering alternative points of view. Ignores explicit and implicit points of disagreement. Identifies and defends information that does not require support; fails to identify a claim that should have support.

Developing Student is somewhat aware of his or her own thinking: provides a vague or incomplete description of how one might think through a task or problem. Provides only a few ideas about how the new information could influence his or her performance. Identifies and articulates issues that are not points of disagreement as important issues of disagreement. Shows unexplained bias in discussion of alternative views. Takes a strong position on an issue that does not necessarily warrant defense; articulates a position but doesn’t present a clear line of reasoning behind it.

Accomplished Explains in detail the sequence of thought he or she used when facing a task or problem. Provides a detailed analysis of how an awareness of his or her thinking has enhanced performance. Explains the reasoning behind differing points of view and considers and discusses alternative views rationally and impartially. Student thinks flexibly and objectively. Determines when it is appropriate to take a position on an issue and is able to justify the position by providing “careful and reasoned qualifications or restrictions” for his or her position.

Proficiency Level Student interprets information

Beginning Reflections are descriptive: a reiteration of what happened or was read. Serious misinterpretations or not interpretation of the information is evident. Reflection is shallow and egocentric.

Student synthesizes information

Explanations of how the information will affect their practice and the practice of other professionals is not addressed


Developing References are made to other readings or experiences, but explanations about how the information extends insights are undeveloped or missing. Interpretations of information are imprecise or awkward. Inconsistent or incomplete explanations of how the information will affect their own practice and the practice of other professionals

Accomplished Interprets information in accurate and highly insightful ways. Cites readings and prior experiences and explains how these references extend and refine insights. Clearly identifies and explains the social, political, and/or professional implications of the information and insights

FINAL EXAM--Humanistic Studies—odd semester 2011/2012, Universitas Siswa Bangsa Internasional-2013

Scoring Component

Need improvement








1. Thesis/Focus: (a) Originality

Thesis is missing

Thesis may be obvious or unimaginative

Thesis is somewhat original

Develops fresh insight that challenges the reader’s thinking;

2. Thesis/Focus: (b) Clarity

Reader cannot determine thesis & purpose OR thesis has no relation to the writing task

Thesis and purpose are somewhat vague OR only loosely related to the writing task

Thesis and purpose are fairly clear and match the writing task

Thesis and purpose are clear to the reader; closely match the writing task

3. Organization

Unclear organization OR organizational plan is inappropriate to thesis. No transitions

Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective

4. Support/Reasoning (a) Ideas (b) Details

Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

Need improvement








5. Use of sources/ Documentation

Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. (Possibly uses source material without acknowledgement.)

Uses relevant sources but lacks in variety of sources and/or the skillful combination of sources. Quotations & paraphrases may be too long and/or inconsistently referenced

Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Doesn’t overuse quotes, but may not always conform to required style manual

6. Mechanic

Noticeable, distracting errors begin to make the text hard to follow or understand. Errors are sufficiently serious to impair readability in spots

Scoring Component

Modified from

Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Combines material from a variety of sources, incl. observation, scientific data, and authoritative testimony. Doesn’t overuse quotes. Several minor errors The essay contains a few The essay is virtually error(maximum 5 errors); minor errors (maximum, 3 free. The writer uses these errors do not impair errors) conventions skillfully to meaning. clarify meaning.

Module assessment-Humanistic Studies-USBI-2013  
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