the learning landscape, assessment, and eportfolios · assessment, and eportfolios susan kahn,...
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IUPUI
The Learning Landscape, Assessment, and ePortfolios
Susan Kahn, Ph.D.Director of Planning and Institutional Improvement Initiatives
IUPUI
Tracy Penny Light, Ph.D.Associate Professor (History) | Philosophy, History, and Politics
Coordinator | Bachelor of Interdisciplinary Studies ProgramThompson Rivers University
The Assessment Institute in IndianapolisOctober 21, 2018
IUPUI
Today’s Overview
1. Icebreaker – Goals for Today2. Assessment and ePortfolios in the Context of Today’s Learning
Landscape– Student Perspectives– Analysis of Trends in Assessment
3. Activity – ePortfolios and Assessment in Your Context4. What is ePortfolio assessment?5. Wrap-Up – Your Thoughts
One student’s perspective
“So you get here and they start asking you, ‘What do you…want to major in? …what courses [do] you want to take?’ and you get the impression that’s what it’s all about – courses and majors. So, you take the courses. You get your card punched. You try a little this and a little that. Then comes GRADUATION. And you wake up and you look at this bunch of courses and then it hits you: They don’t add up to anything. It’s just a bunch of courses. It doesn’t mean a thing.”
A different perspective
"Building an ePortfolio has allowed me to go back and think about my experiences at IUPUI. This has led me to find purpose in everything I have done or am still doing. Listing these skills along with interesting thoughts and life-lessons has helped me build something that displays who I am and allows me to express myself with no word-limits."
-- Anjali Prakash, 2015
IUPUI
Questions about current assessment trends in higher education
1. How are we approaching the assessment of learning today?
2. What has changed since the late 1980s and early 1990s?
3. What educational values are reflected in current assessment practices and trends?
4. What do these values imply for curriculum design? Pedagogy? Higher education broadly?
IUPUI
NILOA study of assessment trends1. Increasing reliance on authentic, embedded assessment methods
2. Emphasis on culturally responsive assessment that accounts for growing diversity of students
3. Shift from focus on engaging faculty in assessment to supporting their use of findings to improve teaching and learning
4. Growing involvement of campus teaching and learning centers in supporting assessment
IUPUI
Major trends from our analysis1. Increasing focus on assessing development of the whole student
(interpersonal and intrapersonal growth, self-awareness, social intelligence, professionalism)
2. Growing interest in assessing students’ ability to integrate and apply learning to complex problems that transcend disciplinary boundaries
3. Continuing shift from standardized instruments to authentic, embedded assessment based on authentic learning experiences
IUPUI
Major trends (continued)4. Shifting emphasis from external accountability to internal improvements
(to courses, programs, co-curricular experiences, advising, etc.) based on assessment findings
5. Emphasis on alignment among learning outcomes at different levels (course, program, institution)
6. Equitable assessment approaches that account for student diversity and seek to ensure that all students have learning opportunities responsive to their needs
IUPUI
Major trends from our analysis• Outcomes
o Focus on development of whole persono Assessment of ability to integrate and apply learning to real, complex problems
• Methodso Growing emphasis on authentic assessment based on authentic learning
experiences
• Valueso Improvement over accountabilityo Guided learning pathways/alignment of outcomes across levels (course,
program, institution) to support integrative teaching and learningo Equity and culturally responsive assessment
IUPUI
Analysis: Trends reflect:• Growing diversity of students (first generation; underserved;
returning/nontraditional; transfer)
• Need to prepare them to persist and graduate and to function effectively in a complex, globalizing world:
o Self-awareness and –confidence as students and future professionals
o Effective study habits; understanding of when to seek help
o Selection of degrees and careers aligned with interests and strengths
o Ability to transfer learning from one experience to the next
o Ability to apply learning to real problems that don’t fit one discipline
IUPUI
Analysis (cont’d): Trends reflect:
• Ongoing shift from “instruction paradigm” to “learning paradigm”
o New understandings of learning reflected in curricula, pedagogies, assessment strategies
• Many institutions meet minimum accountability standards; can turn attention to using assessment to improve learning experiences and outcomes
o Thus, are adopting assessment strategies that offer more insight into needed improvements
Integrative Learning
Learning Outcomes
Teaching and Learning Activities (Authentic) Assessment
Identity
IUPUI
What is an ePortfolio?
1. “Collections of work selected from a larger archive of work, upon which the student has reflected.” (Yancey, 2001)
2. “A selected body of plural performances narrated by the writer in a reflective text” (Yancey, 2004)
3. “Web-based, student-generated collections of learning artifacts…[and] reflections, focused on learning and growth” (Eynon & Gambino, 2017)
IUPUI
What is an ePortfolio?
“An ePortfolio is a student-generated website that presents a coherent, reflective representation of the student and her learning, using hyperlinked digital media and narrative as context for a set of authentic performances.” (Kahn, 2019)
IUPUI
Why do we use ePortfolios? • To support integrative, purposive learning
• To afford students formal opportunities to reflect on their learning and development, thus encouraging deeper, higher-impact learning
• To set the stage for lifelong learning
• To encourage the development of self-awareness
• To support development of identity and agency
• To document and demonstrate authentic learning, especially mastery of complex and “ineffable” outcomes (also for the benefit of students themselves)
Focuses of IUPUI ePortfolio Initiative Mission Statement
1. Empowering and developing students
2. Supporting student learning and success
3. Clarifying and supporting distinctive urban education experience at IUPUI
4. Connecting with campus strategic plan
5. Providing professional development to help faculty and staff make the most of ePortfolios’ potential to advance the above
IUPUI
ePortfolios and current/new thinking about assessment and higher education
• ePortfolios are often explicitly designed to account for and respond to culture and equity concerns
• ePortfolios encourage and support alignment of learning outcomes and clear learning pathways
• ePortfolios are a recognized High-Impact Practice, and, when well-designed, can enhance the impact of other HIPs and provide insight into student learning in HIPs
• ePortfolios provide rich, actionable information for improving teaching and learning
IUPUI
Methods: Authentic assessment
“Documenting learning in this way places the focus on actual achievements that are viewed directly, rather than on proxies of achievement like cumulative GPAs or test scores that are only indirect indicators of learning. The focus is also on what students can do with their knowledge and skills and not simply on whether knowledge has been acquired.” (Huba & Freed, 2000)
IUPUI
Beyond authentic assessment ePortfolios can:
• Include a diversity of elements (thus increasing the validity of assessment)
• Demonstrate learning and development over time
• Capture complex cognitive and affective outcomes
• Provide richer, more contextualized information to guide curriculum/program improvement
IUPUI
Using ePortfolios and Assessment • Integrative, purposive learning
• Formal Reflection
• Lifelong learning
• Development of self-awareness
• Development of identity and agency
• Authentic learning (mastery of complex and “ineffable” outcomes)
ACTIVITYConsider your own context design a learning activity that will result in an artifact that can be used to assess one of these goals.
Learning Outcomes
Teaching and Learning Activities (Authentic) Assessment
Identity
IUPUI
What do we assess when we assess ePortfolios?
1. Individual artifacts vs. a body of work
2. ePortfolio as collection vs. ePortfolio as composition
3. ePortfolio as “container” for evidence of learning vs. ePortfolio as itself an artifact of a learning experience or learning trajectory
4. Granular competencies vs. more complex, developmental outcomes
IUPUI
“Assessment constructs that which it purports to measure”
(K.B. Yancey, 2004)
IUPUI
Discussion: What does it all mean?
• Are ePortfolios having a “moment” because they reflect current trends in assessment and higher education? Are they influencing these trends?
• What do the intersections between ePortfolio and current assessment trends mean for your program? Your institution? Higher education broadly?
• What future assessment trends do you foresee? Will ePortfolios continue to have a role in assessment?
Questions and Themes
1. How can ePortfolios help faculty and students develop integrated, coherent, guided pathways through programs?
2. What advantages does the “e” confer?
3. What can we learn from ePs about our students, programs, institution?
ePortfolio as HIPWhen [ePortfolios are] done well, students who create and continue to add to their ePortfolio as intended benefit in ways similar to students who participate in one or more of the 10 HIPs on the AAC&U list….Compared with their counterparts who did not use ePortfolios, students…were generally more engaged in educationally purposeful activities, earned higher grades, and were more likely to complete courses and persist.”
George Kuh (2017)
What makes their impact high?• High performance expectations
• Significant investment of effort over extended time
• Substantive interactions with faculty and peers
• Experience with diversity
• Frequent, timely, and constructive feedback
• Structured opportunities to reflect and integrate
• Discover relevance through application of learning
• Public demonstration of learning
Folio thinking“Folio thinking is a reflective practice that situates and guides the effective use of learning portfolios….folio thinking aims to encourage students to integrate discrete learning experiences, enhance their self-understanding, promote taking responsibility for their own learning, and support them in developing an intellectual identity.” (Penny Light, Chen, & Ittelson, 2012)
ePortfolio Pedagogy
Reflection and metacognition
Constructivist approach to knowledge
Integrative approach to learning and experience
Identity representation and development
Student ownership, engagement, agency, purpose
Authentic audience
Social pedagogy
Learning Outcomes
Teaching and Learning Activities (Authentic) Assessment
Identity
PersonalDevelopmentPlanStudent: Outcomes Rubric for First Year Seminars Total Score: /40 0
NoEvidenceProvided
1 (Identifies)
2 (Describes)
3 (Explains)
4 (Integrates)
Line
Subtotal ePDPArticulatedLearningOutcomes
Self‐AssessmentandAwareness Studentsidentifysuccess‐relatedcompetencies
None
▪Presents basic background information ▪Simplistic presentation of reasons for seeking a college degree ▪Personal strengths, skills and competencies are minimally identified
▪Presents background information relevant to the purpose of the ePDP ▪Describes reasons for seeking a college degree ▪Personal strengths, skills and competencies are defined ▪Presents challenges that may be faced during college
▪Gives examples of how background information presented is related to college enrollment ▪Explains in detail the reasons for seeking a college degree ▪Personal strengths, skills and competencies are explained ▪Explains source and/or importance of challenges that may be faced during college
▪Background and reasons for seeking a college degree integrated into a coherent rationale for college enrollment and success ▪Personal strengths and skills are applied to overcoming potential challenges
Exploration Studentsresearchandidentifyrealisticandinformedacademicandcareergoals
None
▪Identifies potential a potential major(s) and career(s) ▪Basic exploration of the connection between major and career ▪Little or no identification of how potential majors and careers are related to the students’ skills, interests, values, and personality
▪Describes a potential major(s) and career(s) and the relationship between the two ▪Identifies ways in which the major and career options fit with their skills, interests, values and personality ▪Identifies basic information on occupational information and outlook
▪Provides a coherent narrative about a potential major(s) and career(s) and how they are related to their skills, interests, values, and personality ▪Describes the knowledge, skills, and abilities needed to pursue specific major(s) and career(s) ▪Describes occupational information and outlook ▪Identifies potential roadblocks and acknowledges possible need for parallel plan(s) or alternate pathways
▪Integrates choice of major and career OR evaluates possible majors and careers with their skills, interests, values and personality ▪Shows in-depth knowledge of career information and outlook ▪If needed (e.g. competitive majors) identifies alternate pathways to achieving major and career goals and explains and addresses potential roadblocks
GoalSetting Studentsconnectpersonalvaluesandlifepurposetothemotivationandinspirationbehindtheirgoals
None
▪Identifies basic short and long term goals for time in college
▪Provides description of short and long term goals and why these goals are relevant to academic and career success.
▪Describes short and long term goals ▪Explains how short and long term goals are linked to their overall reasons for attending college and/or personal aspirations ▪Provides some evidence that these goals are important to them versus external influence like parents/family
▪Describes short and long term goals as well as connections between personal, academic and career goals and how the goals support each other ▪Relates goals to overall reasons for attending college and/or personal aspirations ▪Clear evidence that goals are set by the student versus an external influence like parents/family
0 NoEvidenceProvided
1 (Identifies)
2 (Describes)
3 (Explains)
4 (Integrates)
ePDPArticulatedLearningOutcomes
Planning Studentslocateprograms,information,people,andopportunitiestosupportandrealitytesttheirgoals
None
▪Presents an academic course plan, even if not complete ▪No or little identification of specific skills, resources and activities to enhance college experience or support academic and career goals
▪Presents an academic course plan for 2-4 years ▪Identifies skills and experiences needed and describes specific IUPUI resources available to support achieving academic and success
▪Explains connections between a well-thought personal 2-4 year course plan, the necessary skills and identification of relevant IUPUI resources and experiences available to support achieving academic and career success
▪Fully integrates a well-thought personal 2-4 year course plan with necessary skills and relevant IUPUI resources and experiences available to support achieving academic and career success ▪Provides detailed information on how resources and experiences will develop specific skills and knowledge in academic and career field
Evaluation Studentsanalyzetheiracademicprogressintermsofadvancementtowardacademicandcareergoals
None
▪Identifies success and challenges faced this semester ▪Little or no identification of specific actions that contributed to successes and challenges
▪Describes successes and challenges faced this semester ▪Describes possible sources that contributed to successes and challenges - may include actions, decisions, motivations and campus resources
▪Explains why successes were achieved and what led to challenges that were faced during the semester ▪Provides description of what was learned from both and explains how this learning will lead to continued success and overcoming of challenges ▪Provides examples of actions, decisions, motivations, and campus resources and explains how they will enhance/continue successes and be used to overcome challenges in future semesters
▪Provides an integrated narrative on successes and challenges faced during the semester and how these contribute/detract from the academic and career plans as well as achievement of stated goals ▪Explains what was learned from both successes and challenges ▪Describes detailed, integrated plans for enhancing/continuing actions, decisions, and motivations that led to success as well as action, decisions, and resources that will be taken to overcome challenges ▪Links academic and career plans with narrative provided on moving forward in future semesters
OverallCompetencyinmeetingPDPLearningOutcomes
/20
0 NoEvidenceProvided
1 (Identifies)
2 (Describes)
3 (Explains)
4 (Integrates)
ePDPConstruction,Reflection,&Delivery
Depth
None
▪Explores a topic at surface level, providing little insight and/or information beyond the very basic facts
▪Explores a topic with some evidence of depth, providing occasional insight and/or information
▪Explores a topic in depth, yielding insight and/or information
▪Explores a topic in depth, yielding rich awareness and/or little-known information
CoherenceandAlignment
None
▪Each section of the ePDP is presented as independent with no coherent “story” ▪Information in each section is presented in isolation of other sections
▪Some evidence of alignment and coherence between sections with references to statements in one section shown in other sections
▪Where appropriate, linkages between narrative in one or more sections are presented in a clear and coherent matter ▪A coherent “story” of the student is beginning to emerge
▪PDP presents a coherent and integrated narrative of who the student is, why they are in college, and their educational and career goals ▪Coherence and alignment between sections is stated clearly and with depth
IntegratedReflection
None
▪Reviews prior learning (past experiences inside and outside of the classroom) at a surface level ▪Little to no indication of linkages, integration and/or broader perspective about educational and life events
▪Reviews prior learning (past experiences inside and outside of the classroom) with some depth ▪Presents surface level linkages, integration and/or broader perspectives about educational and life events
▪Reviews prior learning (past experiences inside and outside of the classroom) in depth ▪Describes linkages, integration and/or broader perspectives about educational and life events
▪Reviews prior learning (past experiences inside and outside of the classroom) in depth to reveal linkages, integration and/or broader perspectives about educational and life experiences, which provide foundation for expanded knowledge, growth, and maturity over time.
ControlofSyntaxandWritingMechanics
None
▪Uses language that sometime impedes meaning because of errors in usage
▪Uses language that generally conveys meaning to readers with clarity, although writing may include some errors
▪Uses straightforward language that generally conveys meaning to readers ▪Language in the portfolio has few errors
▪Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free
PresentationofPDP
None
▪Minimal evidence of supporting multi-modal materials to identify the central message ▪Little attention paid to visual presentation
▪ Some evidence of supporting multi-modal materials to describe the central message ▪Basic visual presentation
▪Good evidence of supporting multi-modal materials to reinforce and explain central message ▪Purposeful and engaging visual presentation
▪Excellent evidence of supporting multi-modal materials to integrate the central message ▪Purposeful, engaging and creative visual presentation
OverallCompetencyinePDPConstruction,ReflectionandDelivery
/20
EPortfolio Rubric
Proficient
4
Capable
3
Basic
2
Unacceptable
1
Layout
• Design is attractive, colorful, and shows creativity.
• Consistent format extends from page-to-page; webfolio design is intentional
• The webfolio demonstrates careful thought about the order in which information is presented. Graphics are placed so as not to interfere with the content presented. The pages are laid out so as not to waste space or appear too crowded.
• Design is attractive and colorful.
• Page layouts organized in a logical way; Headings and styles are consistent within pages; Text, images, and links flow together.
• The webfolio demonstrates careful thought about the order in which information is presented, however the page layout appears to waste space or be too crowded.
• Design could be neater or might be inappropriate.
• Page layouts are organized into paragraphs and/or sections.
• The webfolio demonstrates careful thought about the order in which information is presented, however page layouts appears to waste space or be too crowded. Graphics are placed so as to be confusing.
• Design is inappropriate.
• Page layouts have no structure.
• The webfolio demonstrates little thought about the order in which information is presented.
Navigation
• Major section headings are clear and easy to understand. Links are logical and easily followed. The page has return links to previous pages. Navigation points (buttons, text, images, etc.) are clear and easily to understand.
• Multi-linked pages; all links work
• Major section headings are clear and easy to understand. Links are logical and easily followed. The page has return links to previous pages. Navigation points (buttons, text, images, etc.) are unclear or confusing.
• A few links do not work
• Links are not logical and navigation points (buttons, text, images, etc.) are unclear or confusing. No return link is provided.
• Several links do not work.
• Links are not logical and navigation points are unclear or confusing.
• Most links do not work
Graphics
• Graphics enhance text; most images are student produced.
• Graphics have proper size, resolution, colors, and cropping.
• Graphics have strong relation to text; some images are student produced.
• Graphics have proper size, resolution, colors, and cropping.
• Graphics are unrelated to page or text; some images are student produced.
• Graphics are poorly cropped or have color problems; graphics are too big or too small for page.
• Graphics are unrelated to page or text; too many graphics.
• Graphics are of poor quality and confusing.
EPortfolio Rubric
• Background is subtle and does not make it difficult to view text or graphics.
• Only free or original graphics used.
• Background is subtle and does not make it difficult to view text or graphics.
• Only free or original graphics used.
• The background interferes with the reading of the text or viewing graphics.
• Only free or original graphics used.
• The background interferes with the reading of the text or viewing graphics.
• Copyrighted graphics are used; no original graphics present.
Reflections
• All reflections include a detailed description of the activity and a detailed account of all skills learned.
• All reflections include personal reactions that are descriptive and insightful.
• Reflections are original and specific to the particular pieces.
• Most reflections include the description of the activity and the main skills learned.
• Reflections include personal reaction that clearly reflect the student's feelings.
• Reflections are original and specific to the particular pieces.
• Some reflections include the description of the activity and the main skills learned.
• Some reflections include personal reactions.
• Reflections may be vague or repetitive.
• Few reflections include the description of the activity and the main skills learned.
• Few reflections include personal reactions.
• Reflections are vague or repetitive.
Mechanics
• There are very few to no errors in spelling or punctuation.
• Site needs little or no editing.
• Errors in spelling and punctuation are minor and few.
• Site needs some editing.
• Spelling and punctuation errors are evident, but do not interfere with communication.
• Site needs much editing.
• Spelling and punctuation errors are distracting and interfere with communication.
• Site needs extensive editing.
1
IUPUI ePortfolio Vision, Mission, Values, and Strategies Updated August 10, 2018
Background Electronic portfolios (ePortfolios) at IUPUI support the campus’s vision and mission to advance students’ intellectual growth and academic success and provide an innovative and distinctive urban education experience. They both arise from and encourage a campus culture of learning, including the Scholarship of Teaching and Learning. As a recognized High‐Impact Practice, ePortfolios, when thoughtfully implemented, enhance and deepen student learning and engagement; support students’ personal and intellectual development, both in and out of the classroom, and in other High‐Impact Practices; and prepare students to be lifelong learners. By encouraging reflection and metacognition, ePortfolios empower students to integrate their learning experiences, and articulate the ways in which these experiences have equipped them to contribute to the cultural, civic, and economic well‐being of their communities. Well‐designed ePortfolios catalyze course, program, and co‐curricular improvement and highlight the distinctiveness of an IUPUI education. At the same time, they are a means for documenting and demonstrating student learning, including learning of the IUPUI+ outcomes; they provide valuable information for improving learning; and they offer opportunities for faculty and staff to engage in SOTL work that enhances learning. Our vision and mission statements are intended to support all IUPUI students, faculty, and staff in realizing the potential of ePortfolios as described here. Vision IUPUI envisions a campus culture in which ePortfolios are used pervasively to support student learning, development, and empowerment in academic and co‐curricular settings. In this vision, all IUPUI students have ongoing opportunities to engage with reflective ePortfolios and access to support for developing such ePortfolios, and all faculty and academic staff have ongoing opportunities to engage with ePortfolio teaching and learning through professional development and campus communities of practice. Mission The IUPUI ePortfolio Initiative advances the use of ePortfolios at all levels campus‐wide to support and demonstrate student learning, academic success, and personal, intellectual, professional, and civic development, and to help all students make the most of the distinctive opportunities available at IUPUI. Values
Multiple opportunities for all students, faculty, and staff to engage with ePortfolios Widespread engagement with ePortfolios among students, faculty, and staff
2
Ongoing professional development to help faculty and staff enhance their understanding of the value of ePortfolios for teaching, learning, and scholarship (i.e., SOTL)
Use of ePortfolios to support and demonstrate reflective and integrative learning Effective use of ePortfolio pedagogies, informed by both scholarship and practice, to
support student learning, development, and success Technology as secondary to teaching, learning, and student development. Ideally,
ePortfolio technologies are transparent, enabling users to engage in ePortfolio activity with minimum difficulty or constraints.
Strategies and Activities To carry out its mission and realize its vision, the ePortfolio Initiative adopts a range of strategies that align with key campus strategic priorities:
Build understanding and appreciation of the value of ePortfolio learning in all disciplines and co‐curricular activities
Develop ePortfolio expertise and capacity to support effective integration of ePortfolios in academic, co‐curricular, and experiential programs, including intentional scaffolding of reflective learning
Promote informed use of ePortfolios for assessment and improvement Encourage and cultivate faculty/staff research on effective ePortfolio practices Support research on meaningful measures of impact of ePortfolios on student learning
and ways to facilitate effective ePortfolio practices Disseminate IUPUI ePortfolio scholarship, theory, and practice beyond the campus Provide expertise and leadership for campus discussions of/decisions about ePortfolio
platforms to support the various purposes and uses of ePortfolios Specific activities, often pursued in collaboration with other campus units and improvement initiatives, typically address some combination of these strategies, and include:
Provide resources, consultation, and professional development for faculty, staff, and
units at novice to advanced levels of ePortfolio practice Sponsor symposia and showcase events that highlight diverse uses of ePortfolios Through grants and other mechanisms, support faculty and staff participation in
campus, national, and international communities of ePortfolio practice and scholarship to expand their own learning, to contribute to the body of research in the field, and to disseminate IUPUI ePortfolio work
Advocate for appropriate types and levels of campus support for students engaged in developing ePortfolios
Work with vendor to advise and advocate for improvements in ePortfolio technology to support IUPUI’s ePortfolio vision, mission, values, strategies, and activities
St. Olaf ePortfolio Values-->Guide
Besides demonstrating a student’s grasp of the central subject of their studies, web portfolios promote four goals of liberal learning: recognizing connections, being reflective about intellectual and personal growth, building intellectual community, and building bridges to communities outside the academy. Excellent web portfolios are characterized by the meaningful coherence of the whole, the quality of the individual pages, the clarity and logic of the overall design, the creativity and thoroughness of the links, the degree to which the rationale for particular links is explicit and sensible, the critical judgment apparent in the selection of external sites, the extent of the portfolio, and the portfolios overall aesthetic quality.
**
Besides demonstrating a student’s grasp of the central
subject of their studies,
web portfolios promote four goals of liberal learning: recognizing connections
being reflective about intellectual and personal growth
building intellectual community, and
building bridges to communities outside the academy.
Excellent web portfolios are characterized by the meaningful coherence of the whole
the quality of the individual pages
the clarity and logic of the overall design
the creativity and thoroughness of the links
the degree to which the rationale for particular links is explicit and sensible
the critical judgment apparent in the selection of external sites
the extent of the portfolio, and
the portfolio’s overall aesthetic quality.
PASS NO PASS
4 3 2 1
Criteria Unsatisfactory – 0% Limited – 80% Proficient – 90% Exemplary – 100% Rating
Selection of Artifacts Weight for this criterion: 40% of total score
The artifacts and work samples do not relate to the purpose of the ePortfolio.
Some of the artifacts and work samples are related to the purpose of the ePortfolio.
Most artifacts and work samples are related to the purpose of the ePortfolio.
All artifacts and work samples are clearly and directly related to the purpose of the ePortfolio. A wide variety of artifacts is included.
No artifacts are accompanied by a caption that clearly explains the importance of the item, including title, author, and date.
Some of the artifacts are accompanied by a caption that clearly explains the importance of the item, including title, author, and date.
Most of the artifacts are accompanied by a caption that clearly explains the importance of the item, including title, author, and date.
All artifacts are accompanied by a caption that clearly explains the importance of the item, including title, author, and date.
Reflection/Critique Weight for this criterion: 30% of total score
The reflections do not describe growth or include goals for continued learning.
A few of the reflections describe growth and include goals for continued learning.
Most of the reflections describe growth and include goals for continued learning.
All reflections clearly describe growth, achievement, accomplishments, and include goals for continued learning (long and short term).
The reflections do not illustrate the ability to effectively critique work or provide suggestions for constructive practical alternatives.
A few reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.
Most of the reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.
All reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.
Use of Multimedia Weight for this criterion: 10% of total score
The graphic elements or multimedia do not contribute to understanding concepts, ideas and relationships. The inappropriate use of multimedia detracts from the content.
Some of the graphic elements and multimedia do not contribute to understanding concepts, ideas and relationships.
Most of the graphic elements and multimedia contribute to understanding concepts, ideas and relationships, enhance the written material and create interest.
All of the photographs, concept maps, spreadsheets, graphics, audio and/or video files effectively enhance understanding of concepts, ideas and relationships, create interest, and are appropriate for the chosen purpose.
The graphics do not include alternate text in web‐based portfolios.
Some of the graphics include alternate text in web‐based portfolios.
Most of the graphics include alternate text in web‐based portfolios.
Accessibility requirements using alternate text for graphics are included in web‐based portfolios.
Audio and/or video artifacts are not edited or exhibit inconsistent clarity or sound (too loud/too soft/garbled).
A few of the audio and/or video artifacts are edited with inconsistent clarity or sound (too loud/too soft/garbled).
Most of the audio and/or video artifacts are edited with proper voice projection, appropriate language, and
All audio and/or video artifacts are edited with proper voice projection, appropriate language, and clear delivery.
clear delivery.
Citations Weight for this criterion: 5% of total score
No images, media or text created by others are cited with accurate, properly formatted citations.
Some of the images, media or text created by others are not cited with accurate, properly formatted citations.
Most images, media or text elements created by others are cited with accurate, properly formatted citations.
All images, media and text follow copyright guidelines with accurate citations. All content throughout the ePortfolio displays the appropriate copyright permissions.
Navigation Weight for this criterion: 5% of total score
The navigation links are confusing, and it is difficult to locate artifacts and move to related pages or a different section. There are significant problems with pages connecting to preceding pages or the Table of Contents. Many of the external links do not connect to the appropriate website or file.
The navigation links are somewhat confusing, and it is often unclear how to locate an artifact or move to related pages or a different section. Some of the pages connect to the Table of Contents, but in other places the links do not connect to preceding pages or to the Table of Contents. Some of the external links do not connect to the appropriate website or file.
The navigation links generally function well, but it is not always clear how to locate an artifact or move to related pages or different section. Most of the pages connect to the Table of Contents. Most of the external links connect to the appropriate website or file.
The navigation links are intuitive. The various parts of the portfolio are labeled, clearly organized and allow the reader to easily locate an artifact and move to related pages or a different section. All pages connect to the Table of Contents, and all external links connect to the appropriate website or file.
Layout and Readability Weight for this criterion: 5% of total score
The ePortfolio is difficult to read due to inappropriate use of fonts, type size for headings, sub‐headings and text and font styles (italic, bold, underline). Many formatting tools are under or over‐utilized and decrease the readers' accessibility to the content.
The ePortfolio is often difficult to read due to inappropriate use of fonts and type size for headings, sub‐headings and text or inconsistent use of font styles (italic, bold, underline). Some formatting tools are under or over‐utilized and decrease the readers' accessibility to the content.
The ePortfolio is generally easy to read.
The ePortfolio is easy to read.
Color of background, fonts, and links decreases the readability of the text, is distracting and used inconsistently throughout the ePortfolio.
Color of background, fonts, and links decreases the readability of the text, is distracting and used inconsistently in some places throughout the ePortfolio.
Color, background, font styles, and type size for headings, sub‐headings and text are generally used consistently throughout the ePortfolio.
Color, background, font styles (italic, bold, underline) and type size for headings, sub‐headings and text are used consistently and enhance the readability throughout the ePortfolio.
Horizontal and vertical white space alignment is used inappropriately, and the content appears disorganized and cluttered.
Horizontal and vertical white space alignment is sometimes used inappropriately to organize content.
Horizontal and vertical white space alignment is generally used appropriately to organize content.
Horizontal and vertical white space alignment is used appropriately to organize content.
Quality of Writing and Proofreading Weight for this criterion: 5% of total score
There are numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication and requires major editing and revision.
The writing includes include some grammatical, spelling or punctuation errors that distract the reader and requires some editing and revision.
The writing is largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication and minor editing is required.
The writing is free of grammatical, spelling or punctuation errors. The style of writing facilitates communication and no editing is required.
[Developed by the University of Wisconsin‐Stout http://www2.uwstout.edu/content/profdev/rubrics/ePortfoliorubric.html ] TOTAL