Portfolio Scoring Rubric
This page contains the rubric against which artifacts will be assessed. A downloadable pdf is available at the bottom of the page.
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Beginning |
Developing |
Accomplished |
| Artifact |
Minimal written or visual documentation of Accomplished Practices (AP) or Reading Competencies (RC). Artifact lacks connection to AP/RC. |
Documentation of AC/RC is clear and logical. Some evidence of thought given to AP/RC that are clearly presented. |
Artifacts are carefully selected to match AP/RC. Critical linkages demonstrated in selecting and matching AP/RC to the artifact. |
| Rationale |
Rationale is not clearly stated, weak, and not supported. Disconnected links. |
Rationale is stated, but not adequately supported. Disconnect in link between the claim, evidence, &/or literature. |
Consists of a linked argument that includes AP/RC, claim, evidence, & appropriate literature. |
| Reflection |
Descriptive with no meaningful self-analysis of teaching. No student learning evidence. Changes unrelated to teacher learning and student learning. |
Limited self-analysis of teaching. Artifact or discussion of student learning but not both. Changes demonstrated a limited relationship between teacher learning and student learning. |
Seriously examines own learning and growth as a potential teacher; examines children's learning (with artifact & discussion); and identifies changes for future practice related to teacher learning and student learning. |
| Mechanics |
No evidence of proofreading. Needs work in all areas - spelling, punctuation, and grammar. |
Some evidence of proofreading. Still needs work in spelling, punctuation, or grammar. |
Thorough job proofreading in all areas - spelling, punctuation, and grammar. |
| Defense |
Preservice teacher not prepared or focused in reflecting on teaching practice. |
Preservice teacher answers questions with reflection and made connections between artifacts and practice. |
Preservice teacher draws conclusions and insights from artifacts and teaching practice; is able to discuss goals for future self-guided growth; and demonstrates evidence of reflective practice. |
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