1) What information / content / measurements / goals are underdeveloped or missing in the SC WL Standards? Where do these documents miss the mark?
| Examples | |
|---|---|
| 1. | Introductory WL college-level courses may not have the same communicative expectations and goals as the SC WL Benchmarks / Indicators. |
| 2. | The SC WL Standards does not / may not meet our needs for... ... ... ... |
| 3. | ... |
| 4. | ... |
| 5. | ... |
2) What information we can gather about student progress and performance by using proficiency-aligned rubrics to score assessments that we cannot ascertain from other forms of assessments?
3) Could every task be scored with the SC WL Sample Rubrics? If that is possible, should every assessment be scored with these rubrics?
4) Are the Proficiency Indicators and "I can..." statements from the SC WL Standard and the descriptors too vague? What features are they missing?