Appendix E
Sample Scoring Rubrics
Level I Credential: Portfolio Guidelines
Sample Scoring Rubric for Scoring Contents of Summative Portfolio
Scoring Rubrics
Below are sample scoring rubrics that might be used to give scores on the portfolio after the presentation. Other types of documents that might be used to evaluate portfolios are have been included in Chapter 4, Table 4.7, Sample Rubric for Teaching Credential Candidates
Sample Portfolio Guidelines
Elementary Credential
Level I Credential: Portfolio Guidelines
Division of Curriculum and Instruction
Standard/TPE / Unsatisfactory / Meets Standard / Exceeds Standard /Personal Information / Portfolio does not include one of the following: candidate’s vitae/resume, autobiography, philosophy or diversity statement. Documents contain numerous grammatical and/or spelling errors. / Portfolio includes a vitae/resume with contact information, employment objective, certification, and references. Includes Autobiography stating personal background, work experience, motivation for teaching, long-term goals. Philosophy of education and Diversity statements reflect consistency with the conceptual framework/mission of the CSULA CCOE. Documents are free of major grammatical and/or spelling errors. / Portfolio includes a vitae/resume with contact information, employment objective, certification, and references. Includes Autobiography stating personal background, work experience, motivation for teaching, long-term goals, and areas where candidate is exceptional. Philosophy of education and Diversity statements are well written, display rich and authentic sentiments, a clear sense of a personal mission, and reflect consistency with the conceptual framework/mission of the CCOE.
Making Subject Matter Comprehensible (St 3, TPE 1) / Portfolio lacks one or more of the requirements to meet the standard. / Portfolio includes evidence of planning for each subject matter (math, science, social studies, reading, language arts) from previously within the program or currently in DT. Planning reflects an understanding of which planning and teaching formats are best suited to each subject area. Planning reflects candidate’s ability to tailor subject matter to students of varying abilities and needs. / Portfolio includes evidence of planning for each subject matter (math, science, social studies, reading, language arts, Art, PE) from previously within the program or currently in DT. Planning reflects the use of formats that are best suited to each subject area. Planning reflects candidate’s ability to tailor subject matter to students of varying abilities and needs. Candidate demonstrates an advanced ability to make lateral connections among content areas and uses a wide range of teaching models.
Assessing Student Learning (St. 5, TPE 2 and 3) / Portfolio lacks one or more of the requirements to meet the standard. / Section includes a literacy assessment, and 2 assessments from program developed units. Includes one authentic assessment rubric. Includes student work samples with comments. Includes lesson modifications that reflect use of assessment data in DT. / Section includes a literacy assessment, and exemplary level assessments from program developed units. Includes one authentic assessment rubric. Includes student work samples with comments showing how assessment feedback was used in teaching. Includes lesson modifications that reflect a systematic use of assessment data in DT. Assessments reflect an advanced level of skill in matching methods with learning outcomes.
Engaging and Supporting Students in Learning (St 1, TPEs 4,5,6 and 7) / Portfolio lacks one or more of the requirements to meet the standard. / Portfolio includes evidence of the use of state standards. Includes case studies of students. Includes evidence of the effort to use multiple teaching strategies to meet the needs of diverse learners. Demonstrates the use of effective SDAIE and inclusion strategies. / Portfolio includes evidence of the use of state standards. Includes case studies of students. Includes evidence of the effective use of multiple teaching strategies to meet the needs of diverse learners, and evidence the strategies were successful. Demonstrates the use of effective SDAIE and other inclusion strategies. Includes evidence of use of learning centers and instructional technology to assist in learner success.
Planning Instruction (St. 4, TPEs 8 and 9) / Portfolio lacks one or more of the requirements to meet the standard. / Section includes literacy case study, journaling of analysis of student in fieldwork. Section includes ISP, 1 other thematic unit, and examples of well-designed lesson plans. Section includes lesson and long-term planning including lateral/thematic teaching from directed teaching. / Section includes literacy case study, journaling of analysis of student in fieldwork. Section includes ISP and 1 or more exemplary thematic units, examples of well-designed lesson plans. Section includes successfully taught lessons and well-organized long-term planning including lateral/thematic teaching from directed teaching. In addition, evidence of lesson and unit success is included.
Creating and Maintaining Effective Environments for Student Learning (St 2, TPEs 10 and 11) / Portfolio lacks one or more of the requirements to meet the standard. / Portfolio includes a satisfactory CMP. Section includes evidence candidate created an effective learning environment. Section includes evidence candidate attempted to meet the needs of the diverse range of their students’ needs. Evidence of management of instructional time. / Portfolio includes an exceptional CMP. CMP has been revised at least once since beginning of program. Section includes evidence candidate created an effective learning environment. Section includes evidence candidate demonstrated success in meeting the needs of the diverse range of their students’. Evidence of management of instructional time.
Developing as a Professional (St. 6, TPEs 12 and 13 / Little or no evidence of effort towards professional development. / Portfolio includes evidence of progress in the area of professional development including, workshops attended, faculty meetings or in-services attended, awards from professional groups, professional organizational memberships. Evidence of collaboration with mentor teacher(s) and/or peers. / Portfolio includes extensive evidence of progress in the area of professional development including, workshops attended, faculty meetings or in-services attended, awards from professional groups, professional organizational memberships, and Clear goals for future professional development is evident. Evidence of collaboration with mentor teacher(s) and/or peers.
Community Involvement / Little or no evidence candidate has made efforts to build relationships or communicate with parents or community. / Portfolio includes evidence of collaboration with community and/or parents. In program-based fieldwork, previous experience in schools, or in DT, candidate demonstrates a willingness to communicate with parents and/or invest in the school community. / Portfolio includes extensive evidence of collaboration with community and/or parents. In program-based fieldwork, previous experience in schools, or in DT, candidate demonstrates successful communication with parents, and service and collaboration with one or more school community.
Effective Use of Technology / Little or no demonstration of the use of technology used in teaching or planning. Proficiency in applied use of technology is not evident. / Portfolio includes some evidence that the candidate uses technology to promote learner success, organization of materials/content, and access the larger educational community. Includes software or website evaluation, newsletter or parent letter using desktop publishing. Proficiency in the use of word processing, hypermedia, and internet is evident. / Portfolio includes extensive evidence that the candidate uses technology to promote learner success, organization of materials/content, and access the larger educational community. Portfolio shows evidence f of a mastery level ability with technological applications and the evidence that those skills have translated into improved planning, teaching and student achievement. Includes software or website evaluation, newsletter or parent letter using desktop publishing. Proficiency in the use of word processing, hypermedia, and internet is evident.
Reflections / Some or all sections lack reflection, or reflection is extremely minimal. / Each section includes reflection that explains the contents of the section, and offers some self-assessment and areas for future growth and improvement. / Each section includes a reflection that explains the contents of the section, and offers some self-assessment necessary areas of improvement and directions for future growth. Each piece of content is explained. Notes are used to help reader interpret contents.
Supporting Documentation / Exams or transcripts are missing. / Exam scores are included (including CBEST, CSET, RICA, MSAT, if applicable). Directed Teaching Evaluations are included. Letters of reference are included. / Exam scores are included (including CBEST, CSET, RICA, MSAT, if applicable). Directed Teaching Evaluations are included. Several letters of reference are included.
Source: California State University, Los Angeles Charter College of Education
Sample Scoring Rubric for Scoring Contents of Summative Portfolio
This rubric would be used for a portfolio that has contents that were previously assessed using scoring rubrics. This rubric could be used to assess the completeness of the contents.
Candidate Name:
Date: Instructor:
Below Standard / x / Meets Standard / x / Above Standard / x /Some required documents are missing: (Check missing documents)
· Table of Contents
· Introduction/Executive Summary Page
· Limited Vision Statement
· Missing required documents (Resume, Letters of Reference, Certificates and Credentials, Transcripts)
· Introduction to each standard that includes little or no rationale for evidences and reflection of growth towards competency on that standard
· Demonstration of Competence in required standards and reflects XXX College of Education and XXXX Program guiding principles and core values
· Evidences for the growth in the program
· Follows Reflection Essay Guidelines
Documents are below standards required of the class/program:
(List required documents and explanation) / Includes all required documents:
· Table of Contents
· Sufficient Introduction/Executive Summary Page
· Sufficient Vision Statement
· Required documents (Resume, Letters of Reference, Certificates and Credentials, Transcripts)
· Introduction to each standard that includes sufficient rationale for evidences and reflection of growth towards competency on that standard
· Sufficient demonstration of Competence in required standards and reflects XXX College of Education and XXXX Program guiding principles and core values
· Adequate evidences for the growth in the required standards
· Organized and easy to find documents
· Follows Reflection Essay Guidelines. / Includes all required documents:
· Table of Contents
· Sufficient or above Introduction/Executive Summary Page
· Ample Vision Statement
· Required documents (Resume, Letters of Reference, Certificates and Credentials, Transcripts)
· Introduction to each standard that includes rationale for evidences and reflection of growth towards competency on that standard
· Consistently demonstrates more than sufficient growth of Competence in required standards and reflects XXX College of Education and XXXX Program guiding principles and core values
· More than required evidences for the growth in the required standards
· Outstanding organization with easy to find documents
· Reflection Essay follows guidelines and demonstrates the highest level of reflective thinking (See Chapter 3)
· Portfolio is uniquely prepared Reflection Essay demonstrates above standards
Comments: / Comments: / Comments: