An informational webinar by NCIHC's Home for Trainers titled, "Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting from the Classroom to the Workplace"

1. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
www.ncihc.org/home-­‐for-­‐trainers
February
19,
2015
Guest
Trainers:
Zarita
Araújo-­‐Lane,
MSW,
LICSW
Vera
Duarte,
MA
Andrew
Jerger,
CHI™,
CMI
Webinar
Work
Group
Hosts:
Eliana
Lobo
&
Rachel
Herring
Rubrics
101
Commit
to
Rubrics:
A
Connec?ng
Factor
that
Impacts
Healthcare
Interpre?ng
from
the
Classroom
to
the
Workplace
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
iniQaQve
of
the
Standards
and
Training
CommiSee

2. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
You
can
access
the
recording
of
the
live
webinar
presentaQon
at
www.ncihc.org/trainerswebinars
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-­‐for-­‐trainers

3. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Housekeeping
-­‐
This
session
is
being
recorded
-­‐
CerQficate
of
ASendance
*must
aSend
full
90
minutes
*trainerswebinars@ncihc.org
-­‐
Audio
and
technical
problems
-­‐
QuesQons
to
organizers
-­‐
Q
&
A
-­‐
TwiSer
#NCIHCWebinar
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-­‐for-­‐trainers

4. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Welcome!
Guest
Trainers:
Zarita
Araújo-­‐Lane,
MSW,
LICSW
Vera
Duarte,
MA
Andrew
Jerger,
CHI™,
CMI

5. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Although
We
Can
not
See
Each
Other
We
Can
Learn
Together!
Commit
to
Rubrics:
A
Connec?ng
Factor
that
Impacts
HealthCare
Interpre?ng
from
the
Classroom
to
the
Workplace

6. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
How
do
learners…learn?
Another
perspecQve
Visual
=
show
me
how
Auditory
=
tell
me
how
KinestheQc
=
let
me
try
Straight into the Deep End?
A Systematic Approach to
Skill Acquisition and
Goal-Setting in Interpreter
Training
By Guest Trainer:
Rachel E. Herring, M.A.
July 24, 2014

8. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
• Understand
the
importance
of
rubrics
•
Understand
the
different
components
of
rubrics
• Apply
this
new
knowledge
to
develop
rubrics
for
healthcare
interpreQng
trainings
Learning
Objec?ves

9. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
K
W
L
What do you
think you
KNOW about
Rubrics for
healthcare
interpreter
trainings?
What do you
WANT to
know?
What did you
LEARN?

10. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
•
What do you think you
KNOW about Rubrics for
healthcare interpreter
trainings?
POLL
-­‐Take
a
few
seconds
and
think!

11. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#1
What
do
you
think
that
you
know
about
Rubrics
for
healthcare
interpreter
trainings?

12. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#1
Results
…..Knowledge
of
Rubrics

13. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
• Why
The
Apple?

14. Our
Experiences:
Pre
quizzes
(True-­‐
False)
Role-­‐Plays
(AddiQons,
omissions,
distorQons,
register,
flow)
Mid
term
paper
(Looked
for
clarity
and
support
informaCon)
Final
wriWen
and
oral
exams
(True-­‐
False,
applicaCon
of
standards
that
supported
open
ended
ethical
and
cross
cultural
quesCons)
Other
Ac)vi)es
(Variables,
homework,
class
parCcipaCon)

15. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Sample
Rubric-­‐Role
Play
PracQce
Was the interpreter prepared for the vocabulary?

16. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-­‐for-­‐trainers
Oral
Exam-­‐One
point
per
word

17. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Sample
Oral
Exam
(segment)
______/128

18. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
GOAL
ONE
Understand
the
importance
of
rubrics
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-­‐for-­‐trainers

19. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-­‐for-­‐trainers
Student
Evalua?ons

20. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
What
Are
Rubrics?
“A
rubric
defines
the
features
of
work
that
consCtute
quality.
It
is
the
mechanism
for
judging
the
quality
of
student
work.”
Arter
and
Chappuis

21. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
•
Clearly
define
the
performance
expectaQons
for
an
assignment
What
Are
Rubrics?

22. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Two
Major
Types
1) Holis?c
2)
Analy?cal
What
Are
Rubrics?
What
are
the
differences?

23. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
HOLISTIC
RUBRICS
•
single
score
for
an
enQre
product
or
performance
What
Are
Rubrics?

24. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
hSp://jfmueller.faculty.noctrl.edu/toolbox/howstep4.htm

25. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
ANALYTICAL
RUBRICS
• divides
a
performance
or
assignment
into
separate,
specific
areas
that
are
to
be
evaluated
What
Are
Rubrics?

27. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
help
teachers:
•
idenQfy
and
define
learning
objecQves
•
grade
consistently
and
objecQvely
• provide
feedback
Why
Rubrics?

28. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
help
students:
• Understand
teacher
expectaQons
• Understand
grading
process
• Self
assess
their
progress
• Improve
their
quality
of
work
through
descripQve
feedback
Why
Rubrics?

29. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
1. What
are
your
learning
objecQves
for
the
course?
2. What
do
you
want
to
measure?
3. Why
do
you
want
to
measure
this
piece?
4. How
osen?
5. Who
will
use
it?
Why
Rubrics?

30. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
• Examples
o Essay
o Oral
PresentaQon
o Role-­‐play
pracQce
o WriSen
Exam
o Oral
Exam
Why
Rubrics?

31. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
of
Learning
Vs.
Rubric
for
Learning

32. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
of
Learning
• Measures
Proficiency
Ø Exams,
Tests
Ø LeWer
grades
q A,
B,
F
q Great
P
q Poor
O
Why
Rubrics?

33. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
for
Learning
• Defines
and
Outlines
desired
skills
or
results
• Clearly
explains
what
you
expect
from
the
students
• Promotes
transparency
Why
Rubrics?

34. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Why
Rubrics?
You did well!

35. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
I was expecting more
from you.
Why
Rubrics?

36. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
“Guided
pracQce:
InstrucQon
dedicates
a
significant
amount
of
Qme
to
guided
pracQce,
gives
students
directed
feedback,
and
monitors
their
skill
development
(especially
in
message
conversion).”
The
NCIHC
NaQonal
Standards
for
Healthcare
Interpreter
Training
Programs-­‐Page
17
Why
Rubrics?

37. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#2
In
order
to
measure
Interpre?ng
Skills
on
a
per
class
basis
would
you
use
a
…….?
Rubric
of
Learning
Vs.
Rubric
for
Learning

38. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#2
Results
Rubric
of
Learning
Vs.
Rubric
for
Learning

39. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Importance
of
Rubrics
• What
are
Rubrics?
• Benefits-­‐Teachers
• Benefits-­‐Students
• Rubric
of
Learning
vs.
Rubric
for
Learning
Review

40. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
GOAL
TWO
Understand
the
Components
of
a
Rubric
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-­‐for-­‐trainers

41. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
“Do
I
know
the
difference
between
successful
and
unsuccessful
performance
and
can
I
convey
that
difference
in
meaningful
terms
to
my
students?”
(R.J.
SQggins)
Steps
to
Develop
Rubrics

42. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
1. Choose
a
learning
target
2. Brainstorm
quality
performance
3. Collect
samples
of
exisQng
rubrics
&
Gather
samples
of
student
work
Steps
to
Develop
Rubrics

43. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
4. Analyze
and
sort
samples
of
student
work
5. Decide
on
a
scale
of
performance
6. Test
the
rubric
and
revise
it
as
needed
Steps
to
Develop
Rubrics

44. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
1.
Choose
a
Learning
Target
§ What
is
the
task
you
are
asking
students
to
perform?
§
Define
your
assignment
or
project
–
what
do
you
want
your
students
to
know
and
be
able
to
do?

45. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
2.
Brainstorm-­‐quality
performance
§
Describe
the
characterisQcs
of
a
quality
performance
–
the
criteria
of
the
task

46. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
3.
Collect
Samples
of
Exis?ng
Rubrics
&
Gather
Samples
of
Student
Work
• Collect
available
exisQng
rubrics
and
descripQons
of
performance
•
Gather
actual
rubric
language
•
Gather
at
least
20
samples
of
student
work
that
represent
the
broadest
range
of
student
performance
for
that
learning
target
(assessment)
•
A
variety
of
samples
helps
ensure
that
all
important
general
criteria
end
up
on
the
final
rubric

47. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
4.
Analyze
and
Sort
Samples
of
Student
Work
•
Examine
the
samples
of
student
work
•
Sort
the
samples
into
three
stacks,
represenQng
your
evaluaQon
of
them
as
strong,
medium,
and
weak
(or
proficient,
developing,
and
beginning)
•
Write
down
your
reasons.
Be
as
descripQve
as
possible.
•
BeSer
if
done
in
teams.
Each
member
does
this
independently
and
then
determine
the
consensus

48. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
4.
Analyze
and
Sort
Samples
of
Student
Work
• Goal
of
this
acQvity:
develop
a
list
of
the
reasons
why
you
place
each
sample
in
its
respecQve
stack
•
These
reasons
or
descripQve
statements
will
form
the
core
of
your
rubric
descriptors.

49. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
5.
Decide
on
a
scale
of
performance
• Develop
a
raQng
scale
with
the
levels
of
mastery
q Excellent
q Very Good
q Good
q Average
q Poor
P
Expert

50. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Steps
to
Develop
Rubrics
6.
Test
the
rubric
and
revise
it
as
needed
•
Test
the
rubric
•
Write
down
how
it
can
be
improved
•
Revise
Remember:
Rubrics
are
always
works
in
progress!

51. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Components
of
a
Rubric
1. Criteria
2.
Descriptors
3.
Scale

52. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Components
of
a
Rubric
1.
Criteria

53. Page
1
Top
Por?on

54. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Components
of
a
Rubric
2.
Descriptors

55. Page
1
Top
Por?on

56. Page
1
Top
Por?on

57. Page
1
Top
Por?on

58. Page
1
Top
Por?on

59. Page
1
Top
Por?on

60. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Components
of
a
Rubric
3.
Scale

61. Page
1
Top
Por?on

62. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
1. Choose
a
learning
target
2. Brainstorm
quality
performance
3. Collect
samples
of
exisQng
rubrics
&
Gather
samples
of
student
work
4. Analyze
and
sort
samples
of
student
work
5. Decide
on
a
scale
of
performance
6. Test
the
rubric
and
revise
it
as
needed
Review

63. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
GOAL
THREE
Apply
this
new
knowledge
to
develop
rubrics
for
healthcare
interpreQng
trainings
Home
for
Trainers
Interpreter
Trainers
Webinars
Workgroup
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-­‐for-­‐trainers

64. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
• Examples
o Essay
o Oral
PresentaQon
o Role-­‐play
pracQce
o WriSen
Exam
o Oral
Exam
Of
Of
Of
For
Of

65. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
• Examples
o Oral
PresentaQon
o Role-­‐play
pracQce
o Oral
Exam
Of
For
Of

66. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
• Set
expectaQons
for
students
• Easy
to
understand
• Promotes
transparency
• Saves
Qme
and
frustraQon
Rubric
for
Learning

67. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
for
Role-­‐play
Prac?ce
• What
are
the
skills
that
the
student
needs
to
have
in
order
to
become
a
skilled
healthcare
interpreter?
Rubric
for
Learning

68. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
List
of
Wants
Properly
use
memory
aids
• Note-­‐taking
• Anchoring
Rubric
for
Learning

69. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
List
of
Wants
Ethical
Accuracy
Roles
of
the
Interpreter
Rubric
for
Learning

70. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
List
of
Wants
Presenta?on
Style
• Speak
clearly
• Appropriate
Flow
• Posture
• Professional
Manner
• No
gum
or
food
Rubric
for
Learning

71. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Sample
Rubric-­‐Role
Play
PracQce
Was the interpreter prepared for the vocabulary?

72. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
for
Role
Play
Prac?ce
• Clearly
define
“Well”
or
“Excellent”
• What
would
a
perfect
interpreQng
performance
look
and
sound
like?
• Write
it
down
Rubric
for
Learning

73. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
for
Role
Play
Prac?ce
• Clearly
define
“Poor”
or
“Inadequate”
• What
would
a
poor
interpreQng
performance
look
and
sound
like?
• Write
it
down
Rubric
for
Learning

74. Page
1
Top
Por?on

75. Page
1
BoWom
Por?on

76. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
for
Learning
• Set
expectaQons
for
students
• Easy
to
understand
• Promotes
transparency
• Saves
Qme
and
frustraQon
Review

77. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
• Final
Oral
Exam
• Oral
PresentaQon
Rubric
of
Learning

78. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Final
Oral
Exam
• What
do
you
want
to
measure?
• What
is
measureable?
• Syllabus-­‐Learning
ObjecQves
1)
Accuracy
2)
PresentaQon
Style
3)
Technique
Rubric
of
Learning

79. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Final
Oral
Exam
• Grading
Ø Group
effort-­‐make
take
some
Qme
Ø Complicated
(Grade
needs
to
reflect
performance)
• Final
Oral
Exam
Ø What
does
a
quality
performance
look
like?
Ø What
should
be
the
passing
grade?
Ø How
important
is
PresentaCon
Style
and
Technique?
Rubric
of
Learning

80. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Sample
Oral
Exam
(segment)
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86. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Oral
Presenta?on
Rubric
of
Learning
1.
PresentaQon
methods
• d.
Student
presentaQons
The
NCIHC
Na?onal
Standards
for
Healthcare
Interpreter
Training
Programs-­‐Page
17

87. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Oral
Presenta?on
• What
do
you
want
to
measure?
• What
is
measureable?
o Syllabus-­‐Learning
ObjecQves
1) PresentaQon
Style/Delivery
2) Content
Rubric
of
Learning

88. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
1) Presenta?on
Style/Delivery
• OrganizaQon
• Eye
Contact
• Voice
Quality
• Interest
Level/Enthusiasm
• PronunciaQon
• Visuals
• Time
Rubric
of
Learning

89. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
2) Content-­‐ER
Presenta?on
• Explained
the
disease
• Causes
• Clinical
Symptoms
• Diagnosis
(Tests)
• Treatment
• PrevenQon
• Risk
Group
Rubric
of
Learning

90. 90

91. Page
1
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92. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Challenges Associated with
Converting Rubric Scores to Grades

93. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#3
What
issues
can
you
foresee
when
conver?ng
the
score
into
a
tradi?onal
grade?

95. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Poll
#3
Results
Comments……..

97. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
How
do
I
measure
(grade)
a
paper
or
presenta?on
using
a
rubric?
Minimal
(1 point)
Adequate
(2 points)
Strong
(3 points)
Outstanding
(4 points)
Mechanics
Ideas &
Content
Peer
Interaction
2+3+4=9
Points
75%

98. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
How
do
I
measure
(grade)
a
paper
or
presenta?on
using
a
rubric?
Beginner
(1 point)
Developing
(2 points)
Intermediate
(3 points)
Superior
(4 points)
Expert
(5 points)
Item #1
Item #2
Item #3
Item #4
4+3+2+3=13
Points
65%

99. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
How
do
I
measure
(grade)
a
paper
or
presenta?on
using
a
rubric?
Expert
(5 points)
Superior
(4 points)
Intermediate
(3 points)
Developing
(2 points)
Beginner
(1 point)
Item #1
Item #2
Item #3
Item #4
3+3+3+3=12
Points
60%

100. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Careful
with
limiting
your
options
Expert
(5 points)
Superior
(4 points)
Intermediate
(3 points)
Developing
(2 points)
Beginner
(1 point)
100%
A+
80%
C-
60%
D-
40%
F
20%
F

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2
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2
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105. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Let’s do one together!

106. Page
1
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1
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Por?on

108. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Let’s do one more!

109. Page
1
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Por?on

110. Page
1
BoWom
Por?on

111. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
One more reason to use
Rubrics!

112. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Advantages-­‐Communica?on
Tool

113. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Rubric
of
Learning
• Outlines
expectaQons
• Measures
consistently
• Conversion
of
score
into
grade
• CommunicaQon
Tool
Review

114. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
q
Understand
the
importance
of
rubrics
q
Understand
the
different
components
of
rubrics
q
Apply
this
new
knowledge
to
develop
rubrics
for
healthcare
interpreQng
trainings
Learning
Objec?ves
Review
P
P
P

115. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
Q&A

116. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
Announcements
• Next
webinar:
April
9,
2015
at
11:00
AM
Central
• Session
EvaluaQon
• Follow
up
via
email:
TrainersWebinars@ncihc.org
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-­‐for-­‐trainers

117. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
WWW.NCIHC.ORG
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
iniQaQve
of
the
Standards
and
Training
CommiSee
Thank
you!
Rubrics
101
Commit
to
Rubrics:
A
Connec?ng
Factor
that
Impacts
Healthcare
Interpre?ng
from
the
Classroom
to
the
Workplace
Guest
Trainers:
Zarita
Araújo-­‐Lane,
MSW,
LICSW
Vera
Duarte,
MA
Andrew
Jerger,
CHI™,
CMI
www.ncihc.org/home-­‐for-­‐trainers

118. NATIONAL
COUNCIL
ON
INTERPRETING
IN
HEALTH
CARE
You
can
access
the
recording
of
the
live
webinar
presentaQon
at
www.ncihc.org/trainerswebinars
Home
for
Trainers
Interpreter
Trainers
Webinars
Work
Group
An
iniQaQve
of
the
Standards
and
Training
CommiSee
www.ncihc.org/home-­‐for-­‐trainers