Task is creative, and clearly described to students for performance assessment	0 points	2.5 points	3.5 points	4 points	5 points	Score of Task is creative, and clearly described to students for performance assessment, / 5
Task is motivating for students to complete performance assessment	0 points	2.5 points	3.5 points	4 points	5 points	Score of Task is motivating for students to complete performance assessment, / 5
Task is appropriate for performance assessment	0 points	2.5 points	3.5 points	4 points	5 points	Score of Task is appropriate for performance assessment, / 5
Description of task illustrates how it presents a project or problem-solving activity that assists ALL students to think critically.	0 points	2.5 points	3.5 points	4 points	5 points	Score of Description of task illustrates how it presents a project or problem-solving activity that assists ALL students to think critically., / 5
Description considers trends & Issues related to linguistically and culturally diverse students	0 points	2.5 points	3.5 points	4 points	5 points	Score of Description considers trends & Issues related to linguistically and culturally diverse students, / 5
Grade Level Identified	0 points	2.5 points	3.5 points	4 points	5 points	Score of Grade Level Identified, / 5
Lesson Objective(s) listed	0 points	2.5 points	3.5 points	4 points	5 points	Score of Lesson Objective(s) listed, / 5
Appropriate reference to the State Standards is included and alignment to formative and summative assessments that match learning objectives and lead to mastery (FEAP a.4.b)	0 points	2.5 points	3.5 points	4 points	5 points	Score of Appropriate reference to the State Standards is included and alignment to formative and summative assessments that match learning objectives and lead to mastery (FEAP a.4.b), / 5
Materials and a variety of resources are described that will enhance the task's success	0 points	2.5 points	3.5 points	4 points	5 points	Score of Materials and a variety of resources are described that will enhance the task's success, / 5
List of task pre-knowledge and skills are listed	0 points	2.5 points	3.5 points	4 points	5 points	Score of List of task pre-knowledge and skills are listed, / 5
Directions indicate how students will be informed/prepared for this assignment	0 points	2.5 points	3.5 points	4 points	5 points	Score of Directions indicate how students will be informed/prepared for this assignment, / 5
Critical thinking skills needed to complete the task are at the highest three levels of Bloom's Taxonomy or Webb's Depth of Knowledge (for the grade level) to employ higher-order questioning techniques.	0 points	2.5 points	3.5 points	4 points	5 points	Score of Critical thinking skills needed to complete the task are at the highest three levels of Bloom's Taxonomy or Webb's Depth of Knowledge (for the grade level) to employ higher-order questioning techniques., / 5
Student cognitive level is accommodated appropriately (lists extensions for gifted, etc.)	0 points	2.5 points	3.5 points	4 points	5 points	Score of Student cognitive level is accommodated appropriately (lists extensions for gifted, etc.), / 5
Modifications for ELLs that demonstrate the importance of respect in the classroom	0 points	2.5 points	3.5 points	4 points	5 points	Score of Modifications for ELLs that demonstrate the importance of respect in the classroom, / 5
Demonstrate understanding assessments use for identification & placement, language growth of ELLs from diverse backgrounds & at varying English proficiency levels. Articulate appropriateness of ELL assessments to stakeholders(ESOL 5.3).Parent Letter	0 points	2.5 points	3.5 points	4 points	5 points	Score of Demonstrate understanding assessments use for identification & placement, language growth of ELLs from diverse backgrounds & at varying English proficiency levels. Articulate appropriateness of ELL assessments to stakeholders(ESOL 5.3).Parent Letter, / 5
Rubric has criteria that scores students on their ability to use critical thinking skills to complete the task	0 points	2.5 points	3.5 points	4 points	5 points	Score of Rubric has criteria that scores students on their ability to use critical thinking skills to complete the task, / 5
Rubric criteria for evaluation are written clearly and match task accurately	0 points	2.5 points	3.5 points	4 points	5 points	Score of Rubric criteria for evaluation are written clearly and match task accurately, / 5
Rubric includes criteria to measure language, literacy, and academic content for ELLs and ESE	0 points	2.5 points	3.5 points	4 points	5 points	Score of Rubric includes criteria to measure language, literacy, and academic content for ELLs and ESE, / 5
Levels of performance are clearly identified and described, showing excellent labeling or assignment of point values	0 points	2.5 points	3.5 points	4 points	5 points	Score of Levels of performance are clearly identified and described, showing excellent labeling or assignment of point values, / 5
Criteria on rubric matches all content objectives & Florida State Standards listed	0 points	2.5 points	3.5 points	4 points	5 points	Score of Criteria on rubric matches all content objectives & Florida State Standards listed, / 5

Students will develop an authentic assessment with a rubric for use in the K-12 classroom. This authentic assessment will be performance based, preferably real world/ authentic in nature.The teacher candidate will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Students will design and align formative and summative assessments that match learning objectives and lead to mastery(FEAP a.4.b)The authentic assessment will be appropriate for use with diverse learners including those who are ESE and ELL. The teacher candidate will understand the use of assessment for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. (ESOL 5.3). The assessment will employ higher-order questioning techniques and assess higher order thinking skills based on Bloom's or Web's Depth of Knowledge. Students will submit 1) a clear set of directions that would be provided to the K-12 students describing the authentic assessment task, 2) the objectives and related standards upon which the task and rubric or checklist will focus, 3) develop a rubric or checklist to be used to assess the task, and 4) a scenario of the procedures for preparing for and orienting students to the task.