Assessment is relatively difficult for most instructors to master and it took years as working as a teacher before I come to understand both the impact that it has on a class (vague assessments do not play well) as well as the way in which it defines how a class has to be fundamentally structured. I don't believe that there is a catch all here, but instead it really depends on program to program. For example, my class' labs are often assessed with a 0 or 100 point rubric because there really is no in between. However, outside the lab assignments, students are assessed differently with a rubric that reflects their own growth. I believe the one demonstrated here works very well for assessment in most scenarios, including non tactile or kinesthetic assignments. As a side note, glad to see this course bring up the use of Oral assessments to determine a student's progress. A conversation is a really great barometer for student progress.
