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Member Spotlight
Laura Gambino, Guttman Community CollegeCo-author of "High Impact ePortfolio Practice" Jan 2017 publication

Assessment Rubric
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              General Studies/General Education ePortfolio Holistic Assessment Rubric

Student S#: URL:

Organization of the ePortfolio

Indicators

Performance Levels

Not Done

Poor

Satisfactory

Exemplary

1. Welcome Section

2. My Goals Section

3. Learning Outside the Classroom Section

4. Reflective Writing

5. Resume Section:      Not Done    Done But No Resume    Done And Resume Included

6. Aesthetic appeal of the ePortfolio

7. Platform Used:  Yola   Wordpress   Weebly  Other:

Indicators

No Evidence

Little

Some

Considerable

Effective Communication

(Based upon examination of signature assignments)

8. The student can write effectively in multiple genres and/or for diverse audiences.

9. When making an argument, the student puts forward a thesis or assertion that is supported by evidence and/or logic.

10. The student can effectively organize and present ideas and information orally according to standard usage.

11. The student demonstrates that s/he can use technology, library resources or other media to employ credible sources in his/her work.


Indicators

No Evidence

Little

Some

Considerable

Quantitative Literacy

(Based on examination of signature assignments)

12. The student approaches practical problems by choosing and applying appropriate mathematical techniques.

13. The student can use and interpret information represented as data, graphs, tables, or schematics in a variety of disciplines.

Indicators

No Evidence

Little

Some

Considerable

Critical Thinking (Based only on examination of signature assignments, except items 18 and 19)

14. The student demonstrates effective problem solving.

15. The student makes connections across disciplines. (Check signature assignments and reflection)

16. The student engages in creative thinking and expression. (Check signature assignments and reflection)

17. The student demonstrates higher-order skills such as analysis, synthesis, and evaluation.

18. The student can apply scientific methods to the inquiry process.

Indicators

No Evidence

Little

Some

Considerable

Civic and Professional Engagement (Based on examination of signature assignments, reflection, and "learning outside the classroom” entries)

19. The student demonstrates knowledge of the politics, economics, and/or historical development of the United States.

20. The student demonstrates knowledge of global politics, economics, historical development, and/or geography.

21. The student can work with others in a professional and constructive manner.

22. The student grapples with the contemporary and historical significance of diversity in American life.

23. Evidence of the student’s engagement in extra-curricular activities at SLCC.

Service Learning

Athletics

Clubs

Student Government

Internship

Globe Media

Intramural Sports

Student Life and Lead

COOP

Other Activities:

Decision Rules for ePortfolio Holistic Assessment Rubric

Indicators

Decision Rules

#1-3

First check to see if the ePortfolio has the appropriate section. Then check the quality of the page and its written and graphical contents:

Poor—The rater would not want anyone outside SLCC to see the page.

Satisfactory—The rater thinks the page is representative of good work from a typical college sophomore.

Exemplary—The rater would pick out this page to show to an external audience or as an example for other students to emulate.

#4

The rater looks at the reflective writing in the ePortfolio, looking especially for whether the writer elaborates his/her points, makes real connections between the signature assignment and his/her learning, highlights new insights and perspectives, and/or uses techniques such as questioning, comparing, interpreting, and analyzing.

Not Done—The ePortfolio does not contain reflective writing.

Poor—The rater would not want anyone outside of SLCC to see the reflective writing.

Satisfactory—The rater thinks this student’s reflective writing is representative of good work from a typical college sophomore.

Exemplary—The rater would pick out this student’s reflective writing to show to an external audience or as an example for other students to emulate.

#5

Self explanatory

#6

The rater looks at the overall ePortfolio, noting the effectiveness of the layout, page design, typography, and signature assignment/reflective writing presentation.

Poor—The rater would not want anyone outside of SLCC to see this portfolio.

Satisfactory—The rater thinks this student’s portfolio is representative of good work from a typical college sophomore.

Exemplary—The rater would pick out this ePortfolio to show to an external audience or as an example for other students to emulate.

#7

Self-explanatory. If "Other” write the platform name.


#8

The rater counts the number of strong written artifacts in the portfolio that represent distinct genres. A "strong” artifact refers to one that the rater judges as good to excellent (B- and up). No double counting within a given genre (i.e., two lab reports represents ability to write in one genre). Genres to look for include: Argument papers; analysis papers, lab reports, critiques, business writing, Powerpoint/Keynote presentations, poster presentations….

No Evidence—One or zero artifacts representing different genres.

Little—Two artifacts representing different genres.

Some—Three or four artifacts representing different genres.

Considerable—Five or more artifacts representing different genres.

#9

The rater examines only those artifacts in which the student is making an argument.

No Evidence—No artifacts that put forth an argument.

Little—The artifacts tend to not have recognizable theses and/or little solid supporting evidence or logic.

Some—The artifacts have identifiable theses and supporting evidence or logic.

Considerable—The artifacts have strong theses and excellent supporting evidence or logic.

#10

The rater examines only audio or video files in which the student is making an oral presentation.

No Evidence—The portfolio contains no oral presentations.

Little—The portfolio contains one effective oral presentation.

Some—The portfolio contains two effective oral presentations.

Considerable—The portfolio contains three or more effective oral presentations.

#11

The rater examines the sources the student has cited in the portfolio, looking for a volume of credible outside-of-class resources that indicate the student relied on the library, online databases, or other media to do research.

No Evidence—Credible sources appear not to have been used by this student.

Little—One artifact indicates the use of credible sources that required research outside of class.

Some—Two or Three artifacts indicate the use of credible sources that required research outside of class.

Considerable—Four or more artifacts indicate the use of credible sources that required research outside of class.

#12

Not sure how to create decision rules for this one. Need input from Math folks.

No Evidence

Little

Some

Considerable


#13

The rater looks at artifacts in which the student was asked to use and interpret information represented as data, graphs, tables, or schematics.

No Evidence—The portfolio contains no artifacts in which the student effectively used and/or interpreted information represented as data, graphs, tables, or schematics.

Little—The portfolio contains one artifact in which the student effectively used and/or interpreted information represented as data, graphs, tables, or schematics.

Some—The portfolio contains two artifacts in which the student effectively used and/or interpreted information represented as data, graphs, tables, or schematics.

Considerable—The portfolio contains three or more artifacts in which the student effectively used and/or interpreted information represented as data, graphs, tables, or schematics.

#14

The rater looks at artifacts in which the student was asked to deal with an unstructured problem.

No Evidence—The portfolio contains no artifacts in which the student effectively addressed an unstructured problem.

Little—The portfolio contains one artifact in which the student effectively addressed an unstructured problem.

Some—The portfolio contains two artifacts in which the student effectively addressed an unstructured problem.

Considerable—The portfolio contains three or more artifacts in which the student effectively addressed an unstructured problem.

#15

The rater looks at artifacts from signature assignments and at reflective writing.

No Evidence—There appear to be no cross-disciplinary connections being made in the ePortfolio.

Little—The student makes rudimentary attempts to connect assignments—or concepts within assignments—across disciplines.

Some—The student makes two or three fairly good connections between assignments—or between concepts within assignments—across disciplines.

Considerable—The student makes three or more strong connections between assignments—or between concepts within assignments—across disciplines.

#16

The rater looks at artifacts from signature assignments and at reflective writing.

No Evidence—The portfolio contains no signature assignments or reflective writing that exhibit creative thinking or expression.

Little—The portfolio contains one strong instance of creative thinking or expression.

Some—The portfolio contains two strong instances of creative thinking or expression.

Considerable—The portfolio contains three or more strong instances of creative thinking or expression.


#17

The rater looks at artifacts from signature assignments and at reflective writing.

No Evidence—The portfolio contains no strong artifacts or reflective writing in which the student exhibits analysis, synthesis, or evaluation.

Little—The portfolio contains one strong artifact or reflective writing in which the student exhibits analysis, synthesis, or evaluation.

Some—The portfolio contains two strong artifacts or reflective writing in which the student exhibits analysis, synthesis, or evaluation.

Considerable—The portfolio contains three or more strong artifacts or reflective writing in which the student exhibits analysis, synthesis, or evaluation.

#18

The rater looks at artifacts from signature assignments and at reflective writing.

No Evidence—The portfolio contains no artifacts or reflective writing samples in which the student demonstrates understanding of the scientific method.

Little—The portfolio contains one strong example of the student’s understanding of the scientific method.

Some—The portfolio contains two strong examples of the student’s understanding of the scientific method.

Considerable—The portfolio contains three or more strong examples of the student’s understanding of the scientific method.

#19

The rater looks at artifacts from signature assignments.

No Evidence—The portfolio contains no artifacts demonstrating knowledge of the politics, economics, and/or historical development of the United States.

Little—The portfolio contains one strong artifact demonstrating knowledge of the politics, economics, and/or historical development of the United States.

Some—The portfolio contains two strong artifacts demonstrating knowledge of the politics, economics, and/or historical development of the United States.

Considerable—The portfolio contains three or more strong artifacts demonstrating knowledge of the politics, economics, and/or historical development of the United States.


#20

The rater looks at artifacts from signature assignments and at reflective writing.

No Evidence—The portfolio contains no strong artifacts demonstrating knowledge of global politics, economics, historical development, and/or geography.

Little—The portfolio contains one strong artifact demonstrating knowledge of global politics, economics, historical development, and/or geography.

Some—The portfolio contains two strong artifacts demonstrating knowledge of global politics, economics, historical development, and/or geography.

Considerable—The portfolio contains three or more strong artifacts demonstrating knowledge of global politics, economics, historical development, and/or geography.

#21

The rater looks at artifacts from signature assignments and at reflective writing.

No Evidence—The portfolio contains no strong evidence that the student can work with others in a professional and constructive manner.

Little—The portfolio contains one strong piece of evidence that the student can work with others in a professional and constructive manner.

Some—The portfolio contains two strong pieces of evidence that the student can work with others in a professional and constructive manner.

Considerable—The portfolio contains three or more strong pieces of evidence that the student can work with others in a professional and constructive manner.

#22

The rater looks at artifacts from signature assignments and at reflective writing.

No Evidence—The portfolio contains no artifacts or reflective writing in which the student has grappled with the contemporary and historical significance of diversity in American life.

Little— The portfolio contains one artifact or example of reflective writing in which the student has grappled with the contemporary and historical significance of diversity in American life.

Some—The portfolio contains two artifacts or examples of reflective writing in which the student has grappled with the contemporary and historical significance of diversity in American life.

Considerable—The portfolio contains three or more artifacts or examples of reflective writing in which the student has grappled with the contemporary and historical significance of diversity in American life.

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