Traditional Learning Theories

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Category 1: Describe a learning task that fits an identified orientation to teaching or learning, drawing a clear relationship between the task and theoretical orientation. 17%

Does not identify a learning task or does not specify a theoretical orientation to teaching and learning.

Identifies a learning task and specifies a theoretical orientation to teaching and learning.

Describes a learning task and specifies a theoretical orientation to teaching and learning, drawing a clear relationship between the task and theoretical orientation.

Analyzes the relationship between a described learning task and a described theoretical orientation to teaching and learning by identifying criteria justifying the fit.

Category 2: Describe a learning task that fits an identified orientation to teaching or learning, drawing a clear relationship between the task and theoretical orientation. 17%

Does not identify traditional learning theories that can be applied to adult education.

Identifies a learning task and specifies a theoretical orientation to teaching and learning.

Describes a learning task and specifies a theoretical orientation to teaching and learning, drawing a clear relationship between the task and theoretical orientation.

Analyzes the relationship between a described learning task and a described theoretical orientation to teaching and learning, by identifying criteria justifying the fit.

Category 3: Describe a learning task that fits an identified theoretical orientation to teaching and learning, drawing a clear relationship between the task and theoretical orientation. 17%

Does not identify a learning task or does not specify a theoretical orientation to teaching and learning.

Identifies a learning task and specifies a theoretical orientation to teaching and learning.

Describes a learning task that fits an identified orientation to teaching or learning, drawing a clear relationship between the task and theoretical orientation.

Analyzes the relationship between a described learning task and a described theoretical orientation to teaching and learning by identifying criteria justifying the fit.

Category 4: Describe a learning task that fits an identified theoretical orientation to teaching and learning, drawing a clear relationship between the task and theoretical orientation. 17%

Does not identify a learning task or does not specify a theoretical orientation to teaching and learning.

Identifies a learning task and specifies a theoretical orientation to teaching and learning.

Describes a learning task that fits an identified orientation to teaching or learning, drawing a clear relationship between the task and theoretical orientation.

Analyzes the relationship between a described learning task and a described theoretical orientation to teaching and learning by identifying criteria justifying the fit.

Category 5: Describe a learning task that fits an identified theoretical orientation to teaching and learning, drawing a clear relationship between the task and theoretical orientation. 17%

Does not identify a learning task or does not specify a theoretical orientation to teaching and learning.

Identifies a learning task and specifies a theoretical orientation to teaching and learning.

Describes a learning task that fits an identified orientation to teaching or learning, drawing a clear relationship between the task and theoretical orientation.

Analyzes the relationship between a described learning task and a described theoretical orientation to teaching and learning by identifying criteria justifying the fit.

Apply principles of effective communication, including writing competently for the intended purpose. 15%

Does not apply principles of effective communication, including writing competently for the intended purpose.

Inconsistently applies principles of effective communication, including writing competently for the intended purpose.

Applies principles of effective communication, including writing competently for the intended purpose.

Applies principles of effective communication, including writing competently for the intended purpose with exceptional clarity and focus.