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Rubric Port

This rubric evaluates student portfolios on four criteria: implementation, integration of technology, student learning, and assessment. An excellent portfolio requires higher-order thinking skills and has clear, well-supported learning objectives. Technology enhances learning and is integral to the unit plan. Student work meaningfully addresses the essential question and demonstrates learning. Assessment directly relates to objectives. A fair portfolio incorporates some higher-order thinking and has defined but less supported objectives. Technology engagement is unclear and its role in learning is limited. Student work moderately addresses the question and relationship to learning is limited. Assessment relates to most objectives. A poor portfolio requires only lower-level thinking. Objectives are vague and unsupported. Technology does not enhance learning. Student work does not

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142 views

Rubric Port

This rubric evaluates student portfolios on four criteria: implementation, integration of technology, student learning, and assessment. An excellent portfolio requires higher-order thinking skills and has clear, well-supported learning objectives. Technology enhances learning and is integral to the unit plan. Student work meaningfully addresses the essential question and demonstrates learning. Assessment directly relates to objectives. A fair portfolio incorporates some higher-order thinking and has defined but less supported objectives. Technology engagement is unclear and its role in learning is limited. Student work moderately addresses the question and relationship to learning is limited. Assessment relates to most objectives. A poor portfolio requires only lower-level thinking. Objectives are vague and unsupported. Technology does not enhance learning. Student work does not

Uploaded by

api-281784370
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Evaluation Rubric for Portfolio

and Evaluation

Student
Assessment

Implementation

Integration of Technology

Student Learning

Excellent

Fair

Unit Plan requires students to


interpret, evaluate, theorize
and/or synthesize information.

Targeted learning objectives are


clearly defined, well
articulated, and supported by
the Essential and Unit
Questions.

Student samples address the


Essential Question in a
meaningful way.

All learning objectives clearly


Proposed technology use is
engaging, age appropriate,
beneficial to student learning,
and supportive of higher-level
thinking skills.

Technology is integral to the


success of the Unit Plan.

A clear relationship between


the use of technology and
student learning is exhibited by
the student samples.

Use of technology enhances the


Unit Plan is a well-developed
guideline for implementation.

Unit Portfolio components


are well-developed models
for project implementation.

Unit Plan can be easily


modified and implemented in
Instrument(s) for authentic
assessment of all targeted
objectives are included.

A clear relationship is evident


between learning objectives
and assessment of student

Poor

Unit Plan requires students to


analyze and apply information,
solve problems, and/or make
conclusions.

Unit Plan requires students to


define, identify, describe,
and/or summarize. Very little
higher-level thinking required.

Targeted learning objectives are


defined and moderately
supported by the Essential and
Unit Questions.

Targeted learning objectives


are vague and not clearly
supported by the Essential
and Unit Questions.

Student samples moderately


address the Essential Question.

Some learning objectives align


with the Basic Education
Proposed technology use is
engaging and age appropriate,
but it is unclear as to how it
enhances student learning.

Student samples do not address


the Essential Question in a
meaningful way.

Relationship between
Proposed technology is not age
appropriate, nor engaging, and
does not enhance student
learning.

Technology is important, but


not integral, to the Unit Plan.

Importance of technology to the


Unit Plan is unclear.

A limited relationship between


the use of technology and
student learning is exhibited by
the student samples.

No relationship between the use


of technology and student
learning is exhibited by the
student samples.

Use of technology is limited to


using the computer as a
Unit Plan is an adequate
guide for implementation, but
some areas are unclear.

Unit Plan does not take


advantage of research,
Unit Plan lacks clarity and is
not an effective guide for
implementation.

Unit Portfolio components


are complete, but lack detail
to be effective models for
project implementation.
Instrument(s) for assessment
of most targeted objectives
are included.
Some relationship is evident
between learning objectives
and assessment.

Unit Portfolio components


are incomplete or unclear
models for project
implementation.
Instrument(s) for assessment
of targeted objectives are not
included or the assessment(s)
do not match the targeted
objectives.

Relationship between

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