Working Portfolio

-For everyday use. Can

include even the
weakest of student
work
Process Portfolio
Showcase Portfolio
-Shows how the
-For summative
student integrates
evaluation of student
specific knowledge or
outcomes
skills and progress

Types of
Portfolio

Functions of
Portfolio

Portfolios can help teachers monitor

and evaluate learning progress over
time

Provide important information

about individual student progress
Portfolios help teachers determine
whether students can apply what
they have learned to new problems
and subject areas
 Cover
Letter

Reflection
Table of
Contents

Elements of
Portfolio

Drafts Entries

Dates

Analytic Rubric (Essay Writing)

Score Content Organization Development Usage of Language

4 Answer is appropriate to Clear sense of order. Develops each point Uses technical or
the question. Content is Begins with a thesis or with may specifically scientific terminology
factually correct topic sentence. details. Answers appropriately. No major
Supporting points are question completely. grammatical or spelling
presented in a logical errors
progression.
3 Answer is appropriate to May lack a thesis Each point supported Accurate word choice.
the question. Content sentence, but points are with some details and No more than two major
may have one or two presented in a logical evidence. All important errors and a few minor
factual errors. progression. points included. errors.
2 Content relates Logic of argument is Sparse details or Ordinary word choice;
peripherally to the minimally perceivable. evidence. Question only use of scientific
question; contains Points presented partially answered. terminology avoided.
significant factual seemingly random but Some serious errors.
errors. support the argument.
1 Content unrelated to the Lacks clear Statements are Limited vocabulary;
question organizational plan. unsupported by any errors impair
Reader is confused. detail or explanation. communication.
Repetitious, incoherent,
illogical development.

Holistic Rubric (Essay Writing)

Score Criteria

A (90-100%) The essay is well organized and all claims are supported. It begins with solid introduction that contains
clear thesis, is followed by body and paragraphs that contain clear topic sentences with clear detailed
support, and ends with effective conclusion
B (80-89%) The majority of the essay is clear, focused, and well detailed, but there may be a few areas requiring
further development. While it may contain a few errors with tone, mechanics, grammar, and/or content,
these errors are not egregious enough to detract from the overall point being made.
C (70-79%) The thesis is clear although probably lacking in both control and command. Organization may be a slight
problem but can be fixed. The paragraphs provide support but are generally underdeveloped. There may
be multiple errors in tone, format, mechanics, grammar, and content, but these errors do not, for the most
 part, detract from the overall writing
D (60-69%) The thesis is neither clear nor controls the entire essay. Most of the essay is underdeveloped. There are
frequent errors in tone, format, mechanics, grammar, and/or content that distract from the content being
provided. Its only saving grace is that, despite all of the errors, there appears to be a legitimate effort put
forth by the writer.

Research Paper (Holistic Rubric)

Score Criteria
4 (80-100%) Research paper demonstrates complete understanding and execution of the assigned
objectives. Thesis statement/argument is clearly stated, complex and original, and the writing
does not spend excessive time on any one point of development at the expense of developing
other points in the body of the paper. Writing is also error-free, without ambiguity, and reads
smoothly, creatively, and with a purpose.
3 (70-79%) Research paper demonstrates considerable understanding and execution of the assigned
objectives. Thesis statement/argument is stated, verges on the complex and original, and the
writing shows accuracy and balance in developing body points, but may exhibit occasional
weaknesses and lapses in correctness. Writing also has some errors and ambiguities, yet does
read clearly and coherently.
2 (60-69%) Research paper demonstrates some understanding and execution of the assigned objectives.
Thesis statement/argument is faintly stated and/or expected and not confident, and the writing is
inconsistent in terms of balance in developing body points, and exhibits weaknesses and lapses
in correctness. Writing also has many errors and ambiguities, and may read confusingly and
incoherently.
1 (50-59%) Research paper demonstrates limited understanding and execution of the assigned objectives.
Thesis statement/argument is simplistic, unoriginal, and/or not present at all, and the writing is
unbalanced in developing body points, weak, and incomplete. Writing also has numerous errors
and ambiguities, and reads confusingly and incoherently.

Research Paper (Analytic Rubric)

Standards
Criteria Adequate Competent Good Excellent
Knowledge of forms, Demonstrates limited Demonstrates some Demonstrates Demonstrates
conventions, knowledge of forms, knowledge of forms, considerable thorough and
terminology, and conventions, conventions, knowledge of forms, insightful knowledge
strategies relative to terminology, and terminology, and conventions, of forms,
the importance of strategies relative to strategies relative to terminology, and conventions,
sources to subject importance of importance of strategies relative to terminology, and
sources to subject sources to subject importance of strategies relative to
sources to subject importance of
sources to subject
Critical and creative Uses critical and Uses critical and Uses critical and Uses critical and
thinking skills creative thinking creative thinking creative thinking creative thinking
skills with limited skills with moderate skills with skills with a high
effectiveness effectiveness considerable degree of
effectiveness effectiveness
Communication of Communicates Communicates Communicates Communicates
information and idea information and idea information and information and information and ideas
with limited clarity ideas with some ideas with with a high degree of
clarity considerable clarity clarity and with
confidence
Quality of argument Argument is simple Argument takes on a Argument bridges on Argument is complex
and writing and unoriginal, and fair and expected the complex and and original, and the
 the writing is weak position, and the original, and the writing is strong,
and inconsistent writing is moderately writing is clear and fluid, and creatively
clear and coherent coherent coherent
Spelling and Spelling errors in A few errors in Some errors in No errors in spelling
grammar spelling and spelling and spelling and and grammar
grammar grammar grammar

Practices for Effecting Learning, Grading and Reporting

Classroom assessment and grading practices have potential not only to measure and report learning, but also to promote it.
Indeed, recent researches has documented the benefits of regular use of diagnostic and formative assessment as feedback for
learning. Best teachers recognize the importance of ongoing assessments and continual adjustments on the part of both teacher and
student as the means to achieve maximum performance.

Classroom assessments fall into three categories, each serving a different purpose. Summative assessments summarize what
students have learned at the conclusion of instructional segment. Familiar examples of summative assessments include tests,
performance tasks, final exams, culminating projects, and work portfolios. Evaluative assessments command the attention of
students and parents because their results typically count and appear on report cards and transcripts. Formative assessments occur
concurrently with instruction. These ongoing assessments provide specific feedback to teachers and students for the purpose of
guiding teaching to improve learning. Keeping these three categories of classroom assessment in mind, let us consider some specific
assessment and grading practices that can enhance teaching and learning.

Practice 1: Use summative assessments to frame meaningful performance goals.

Teachers should present the summative performance assessment tasks to students at the beginning of a new unit or
course. Summative assessment should clarify the targeted standards and benchmarks for teachers and learners.

Practice 2: Show criteria and models in advance.

Presenting evaluative criteria and models of work will illustrate different levels of quality. A rubric is a widely
used evaluation tool consisting of criteria, a measurement scale (a 4-point scale, for example), and descriptions of the characteristics
for each score point. Well-developed rubrics communicate the important dimensions, or elements of quality.

Practice 3: Assess before teaching

Teachers can use a variety of practical pre-assessment strategies, including pre-tests of content knowledge, skills
checks, concept maps, drawings, and K-W-L (Know-Want to learn-Learn) charts. Powerful pre-assessment has the potential to
address a worrisome phenomenon reported in a growing body of literature

Practice 4: Offer appropriate choices

Responsiveness in assessment is as important as it is in teaching. Students differ not only in how they prefer to
take in and process information but also in how they best demonstrate their learning. Some students need to “do”; others thrive on
oral explanations. Some students excel at creating visual representations; others are adept at writing.

Practice 5: Provide feedback early and often

It is often said that feedback is the breakfast of champions. All kinds of learning, whether on the practice field or
in the classroom, require feedback based on formative assessments. To serve learning, feedback must meet four criteria: It must be
timely, specific, understandable to the receiver, and formed to allow for self-adjustment on the student's part.

Practice 6: Encourage self-assessment and goal setting

The most effective learners set personal learning goals, employ proven strategies, and self-assess their work.
Teachers help cultivate such habits of mind by modeling self-assessment and goal setting and by expecting students to apply these
habits regularly.