Designed at least at the application level or higher

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designed at least at the application level or higher on Bloom’s Taxonomy. OR •Rubrics are clear and can be used to guide students in self-assessment of their performance. OR •Other evidence may include pre and/or post assessment, formative and summative evidence (ie. Individual or group, informal methods such as thumbs up/down, quiz, worksheet reflection, Points Range: 8 (8%) - 8 (8%) •Performance task are lacking one of the key elements OR •Test questions are lower on Bloom’s Taxonomy OR •Rubric is unclear in some areas OR •Other evidence is missing Points Range: 7 (7%) - 7 (7%) •Performance task are lacking two of the key elements OR •Test questions are vague or unclear and lower on Bloom’s Taxonomy OR •Rubric is unclear in more than one area OR •Other evidence is missing Points Range: 0 (0%) - 6 (6%) •Performance task are vague or do not support the goals, objectives. OR •Test questions do not support the learner goals and objectives OR •Rubric is unclear in multiple areas or does not reflect the learner goals, objectives.
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  • Fall '16
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