455/56 Portfolio Evaluation Rubric

Susan Spangler, Instructor

Section Developing Proficient Expert
Introduction The introduction is informal.  The reader may be able to infer a context and purpose for reading.  There is little reflection in the work; the reader must work to find theories and principles in the introduction. The introduction suggests a context and a purpose for reading.  Reflection is implicit in the work; the author hints at the theories and principles the portfolio embodies as well as on individual growth throughout the semester.  This formal document coherently introduces and contextualizes the portfolio as well as establishes a purpose for reading.  The author explicitly reflects on the theories and principles that the portfolio embodies as well as on individual growth throughout the semester.
Evidence of Engagement Author includes some evidence, haphazardly arranged.  An informal introduction suggests the author’s level of engagement. Author includes most documents grouped by some means.  An introduction to the section discusses the author’s level of and consistency in engagement. Author includes reading responses, postings, class notes, discussion reflections, responses to others, and other (informal) relevant materials, grouped by logical means.  A formal introduction to the section persuades the reader of the authors’ level of and consistency in engagement as well as ties the evidence together.
Responses to Student Writing

This section contains 2 or fewer student papers and an introduction that gives little indication why the papers were included or what process or theories inform the responses.  Responses tend to be prompts for student corrections. 

 		 This section contains 3-4 student papers and an introduction that explains why the author chose to include the papers and implies a process and/or theories that inform the responses, demonstrating awareness of individuals’ needs and attempts to dialogue rather than to correct. This section contains 3-4 student papers and a formal introduction that coherently explains why the author chose to include these papers.  The introduction describes the response process and/or the theories that inform the responses, demonstrating sensitivity to individuals’ needs and the ability to dialogue rather than to correct.
Observation Reports      
Philosophy of Tutoring This semi-formal document discusses tutoring/teaching ideas that may meander or become convoluted, alluding to tutoring/teaching values.  Discussion of specific tutoring practices is vague and non-specific or only weakly linked to values.

The document illustrates the author's beliefs about tutoring and teaching writing with few inconsistencies.  The author discusses his or her tutoring/teaching values, which are linked to tutoring practices.

This formal document coherently illustrates the author’s consistent beliefs about tutoring and teaching writing.  The author discusses how his or her tutoring/teaching values influence tutoring practices and provides past or future examples.