what is the significance of the Bible in Christianity?

a. Novice

• Student demonstrates minimal attention to context, audience, purpose, and to the assigned task. • Student uses appropriate and relevant content to develop simple ideas in some part of the assignment. • Student attempts to use a consistent system for basic organization and presentation. • Student demonstrates an attempt to use sources to support ideas and uses language that sometimes impedes meaning because of errors in usage.

b. Developing

• Student demonstrates an adequate understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate and relevant content to explore and develop ideas throughout most of the assignment. • Student demonstrates fairly consistent use of important conventions such as organization, content, presentation, and style. • Student demonstrates use of credible and relevant sources to support ideas and uses straightforward language that generally conveys meaning to audience with some errors.

c. Proficient

• Student demonstrates a thorough understanding of context, audience, and purpose and to the assigned task. • Student uses appropriate, relevant, and compelling content to illustrate mastery of the subject. • Student demonstrates detailed attention to and successful execution of a wide range of conventions to an assignment. • Student demonstrates skillful use of high-quality, credible, and relevant sources to develop ideas and uses graceful language that skillfully communicates meaning to audience with very few, if any, errors.

a. Novice

• Student states problem to be considered without clarification or description. • Student gathers information without interpretation/evaluation; viewpoints of experts are taken as fact without question. • Student demonstrates some awareness of assumptions and begins to identify some contexts when presenting a position. • Student expresses a position that is simplistic and obvious and reaches a conclusion that is inconsistently tied to some of the information discussed/presented.

b. Developing

• Student identifies problem to be considered critically, but description has some omissions or needs additional clarity. • Student gathers information that is mostly appropriate to develop a coherent analysis or synthesis. The viewpoints of experts are subject to questioning. • Student questions assumptions and identifies several relevant contexts (sides of an issue) when presenting a position. • Student considers opposing viewpoints when formulating a logical conclusion that is tied to appropriate information.

c. Proficient

• Student states an issue or problem clearly and comprehensively, providing all relevant information for full understanding. • Student takes information from sources with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. The viewpoints of experts are questioned thoroughly. • Student thoroughly analyzes assumptions and carefully evaluates the relevance of contexts when presenting a position, taking into consideration the complexities of an issue. • Student formulates a logical conclusion that reflects her/his ability to place evidence and perspectives discussed in priority order.

a. Novice

• Student demonstrates a limited ability to identify a problem statement or related contextual factors. • Student identifies approaches for solving the problem that do not apply to the specific context. • Student proposes a solution/hypothesis that is vague and difficult to evaluate. • Student provides a superficial solution that is implemented in a manner that does not directly address the problem statement. • Student reviews results superficially with no consideration of need for further work.

b. Developing

• Student demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. • Student identifies multiple approaches to solve a problem, only some of which apply within a specific context. • Student proposes a solution/hypothesis that indicates comprehension of the problem. • Student provides a solution that is adequate and address multiple contextual factors of the problem. • Student reviews results relative to the problem with some consideration of need for further work.

c. Proficient

• Student demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. • Student identifies multiple approaches to solve a problem that apply within a specific context. • Student proposes multiple solutions/hypotheses that indicate insightful comprehension of the problem. • Student provides a solution that is insightful and elegant and implements the solution in a manner that thoroughly addresses multiple contextual factors of the problem. • Student thoroughly reviews results relative to the problem with specific consideration of need for further work.

a. Needs Improvement

• Student shows minimal awareness of own cultural rules and biases. • Student demonstrates a superficial understanding of the complexity of elements important to members of another culture. • Student views the experiences of others, but through his/her own cultural worldview. • Student has minimal understanding of cultural differences; is unable to negotiate a shared understanding/common ground. • Student shows minimal interest in learning about other cultures. • Student is receptive to interacting with culturally different others, but has difficulty suspending any judgment in her/his interactions because s/he is unaware of own judgment.

b. Satisfactory

• Student identifies and recognizes new perspectives about own cultural rules/biases • Student demonstrates adequate understanding of the complexity of elements important to members of another culture. • Student recognizes intellectual and emotional dimensions and sometimes uses multiple worldviews in interactions. • Student recognizes and participates in cultural differences in communication and begins to negotiate a shared understanding based on those differences. • Student asks questions about other cultures and seeks answers to those question • Student begins to initiate and develop interactions with culturally different others, and begins to suspend judgment in valuing her/his interaction with culturally different others.

c. Exceeds Expectations

• Student articulates insights into own cultural rules/biases. • Student demonstrates sophisticated understanding of the complexity of elements important to members of another culture. • Student interprets intercultural experiences from multiple worldviews and demonstrates ability to act in a supportive manner that recognizes the feelings of another cultural group. • Student articulates a deep understanding of cultural differences and is able to skillfully negotiate a shared understanding based on those differences. • Student asks complex questions about other cultures and seeks answers to those questions that reflect multiple cultural perspectives. • Student initiates and develops interactions with culturally different others, and suspends judgment in valuing her/his interaction with culturally different others.