Digital Portfolios: Assessment Rubric

Digital Portfolios

Assessment Rubric

Digital Portfolios: Trainer's Page

Notes

The assessment guidelines set forth a framework to discuss how each teacher product implements learning standards and benchmarks in a way that engages students, grounds learning in real world contexts and contributes to meaningful student understanding. The guidelines are also intended to ensure that there are multiple opportunities to demonstrate and assess understanding of important new learning.

Teachers will use the following guidelines as they select the products they want to place in their digital portfolios. Each guideline is intended to illustrate a scale that the teacher can use to assess the quality of the products and will help them select the very best products to present at the conclusion of their RETA instruction. Additional criteria can be added and space is provided for additional comments. Teachers will develop and deliver a final presentation of their digital portfolios as a culminating activity. At the final presentation the guidelines will again be used as one way to provide constructive feedback from peers.

Presentation Rubrics

Use these rubrics to score the components of each of the presenter's products. Please circle the number of the area you best feels answers the question. This assessment is to be turned into the presenter immediately upon completion of their presentation. The presenter can then use these pieces as a part of the total assessment of their project.

I. Is the language (oral/audio/text) clear?

1 2 3 4

Readers don't understand what is being expressed. Readers are somewhat confused by what is being expressed. Readers easily understand what is being expressed. Readers can easily understand and explain to other what is being presented.

II. Do the images convey the meaning intended?

1 2 3 4

Readers don't understand what is being expressed. Readers are somewhat confused by what is being expressed. Readers easily understand what is being expressed. Readers can easily understand and explain to other what is being expressed.

III. Do the products and performances provide evidence for the desired learning?
(includes standards and benchmarks)

1 2 3 4

Products and performances are selected with no regard to standards. Products and performances are related to standards but do not supply necessary and sufficient evidence to assess attainment of the standards. Products and performances are selected or designed to provide necessary and sufficient progress toward specified standards. Products and performances are planned to provide a cumulative record of evidence of attainment of standards over time.

Comments:

This module created by Marjorie Sharp, Margaret Hoskins, Julia Parra, Fred Lackey, Smith Frederick, and Kd D'Port, RETA instructors; Sharon Dogruel, RETA coordinator.