Student:______________________________
| Evaluation Criteria | Assessment ¹ | Comments |
| Reading | ||
| Intellectual engagement of material | ||
| Able to grasp, distill complex theories | ||
| Application of these theories, concepts | ||
| Level of Interaction (1-7)2 | ||
| Verbal | ||
| Conveys insights effectively | ||
| Small group process skills | ||
| Consistent seminar contributor | ||
| Collaborative colleague | ||
| Effective team member | ||
| Level of interaction (1-7)2 | ||
| Writing | ||
| Integrates disparate ideas | ||
| Research skills | ||
| Appropriate use of literature, evidence | ||
| Produces interdisciplinary work | ||
| Coherence | ||
| Scholarship | ||
| Level of Interaction (1-7)2 | ||
| Critical Thinking | ||
| Cultivates multiple perspectives | ||
| Understands provider, patient, cultural, economic, political, etc. tensions of the health care “system” | ||
| Originality of thought | ||
| Analytical ability to “try on” health care perspectives; openness | ||
| Perceives historical and evolving
models of care delivery, competing models and reform implications |
||
| Ability to inspire creative concepts for
greater access, affordable and quality health care |
||
| Level of Interaction (1-7)2 | ||
| Other Skill Areas | ||
Self Directed Learning Objectives for Spring Quarter
1 Rate yourself on a scale of
1-10, ten being as good as it gets
2 “Seven Levels of Interaction
in Seminar: Metric and Reflection” an assessment tool reprinted by The
Washington Center for Improving the Quality of Undergraduate Education
(located at TESC): 1. No Response; 2. Silencing the text (discussion);
3. A couple of comments; 4. Collecting/Observing; 5. Engaging; 6. Understanding;
7. Discriminating. (See handout)