Final Program Assessment for Graduation
All students who complete the Basic Certification program will be required to take the final certification assessment at the end of the third phase. The Basic Assessment consists of a twenty minute interview with a panel of three faculty members and a forty-minute table demonstration.
Once students have enrolled into either the Basic or Regional Rolfing® Certification Program, they will have access to the full Basic Assessment Rubric via the Canvas, Learning Management System (LMS).
Overview of Learning Outcomes
The Basic Assessment Rubric lays out what students must know and be able to do in content standards. It also defines the proficiency performance levels, or how well students must know or demonstrate their skills. Students are encouraged to use the Basci Assessment Rubric for self assessment in each phase of the course, and as a "study guide" as they master the material and skill required.
Five competency areas are covered in the DIRI Basic Certification Rubric and serve as the basis for the assessment interview and the demonstration portions of the final certification assessment:
Students are expected to understand the theoretical and practical content knowledge in Life Sciences, Rolfing Structural Integration (Ten Series) and Rolf Movement Integration at a proficient level.
Students are expected to understand and be able to do the full spectrum of touch, including direct and indirect touch strategies.
Students are expected to understand and be able to use a variety of models of "seeing" to complete body readings of their clients and to draw conclusions about how to conduct a session and how to evaluate the the results of that session.
Students are expected to develop an understanding and language of embodiment and to exemplify embodiment in their presence and interactions with each other and with the client.
Students are expected to understand the dynamics of a therapeutic relationships-- including limits expressed in the DIRI code of ethics-- and the skills needed to create an appropriate and safe container for their work with clients.
Students will be interviewed by a panel of three faculty members. Questions will cover the learning outcomes listed in the Assessment rubric below. Interview questions are designed to allow students to share what they understand along a continuum from "recall" of specific facts to "analyzing" the relationships between concepts. The goal during the interview process is to allow the student to demonstrate 'higher ordered thinking' in discussing key ideas in Rolfing Structural Integration and Movement. The interviews will be scheduled ahead of time, and will take twenty minutes to complete.
Students will exchange a forty minute session with one of their peers, including completing a body reading. During the demonstrations, students will choose a specific session based on the body reading and will use a variety of types of touch. Students are expected to exhibit appropriate "therapeutic relationships" in their interactions with their peer client. Faculty members may or may not ask questions during the session, but typically the focus during this part of the session is the student's skill in manipulation and body reading work.
To learn more about the performance standards, or the level of critical thinking and level of psycho-motor skills that are required of students, see Bloom's Taxonomy. Bloom's Taxonomy is a developmental model for learning that explains how students move from beginning learners (level one knowledge and skills) to proficient learners (level three knowledge and skills.)