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E-Portfolio

& Presentation Rubric

Virtual Biology

Student Name: __________________________________________ Overall Grade: ___________________ Student Portfolio URL: Scoring Classifications Criteria/ Exceptional Effective Acceptable Unsatisfactory Student Skill 20 points 15 points 10 points 5 points Score
The e-portfolio is easy to read. Fonts, point size, bullets, italics, bold, and indentations for headings and subheadings enhance the presentation. Background and colors enhance the readability and aesthetic quality of the text. The e-portfolio is generally easy to read. Fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings enhance the presentation. A few minor format changes would enhance the presentation. Background and colors generally enhance the readability of the text. The e-portfolio is often difficult to read. Fonts, point size, bullets, italics, bold, and indentations for headings and subheadings do not always enhance the presentation. Some formatting tools are under or overutilized. Background and colors are distracting in some places. They diminish somewhat the readability of the text. The e-portfolio is difficult to read. Fonts, point size, bullets, italics, bold, and indentations for headings and subheadings do not enhance the presentation. Many formatting tools are under or over-utilized. Content appears cluttered. Background and colors are distracting. They diminish the readability of the text.

Layout & Text Elements

Ease of Navigation

All of the portfolio navigation links and all sections (standards, artifacts, and reflections) connect back to the Home page and all external links connect to the appropriate website.

Most of the portfolio navigation links and most sections (standards, artifacts, and reflections) connect back to the Home page. Most of the external links connect to the appropriate website

Some of the portfolio navigation links and some sections (standards, artifacts, and reflections) connect back to the Home page, but sometimes the links do not connect to preceding pages or to the original Home page. Some of the external links connect to the appropriate website. A few of the multimedia enhance the purpose of the e-portfolio, create interest, and are sometimes appropriate. The content of the eportfolio is not always enhanced because of the inappropriate examples chosen for the purpose. Few artifacts and work samples are related to the purpose of the eportfolio. There are three or four occurrences of unorganized, inaccurate, or difficult to interpret written information.

There are significant problems with portfolio navigation links and many sections (standards, artifacts, and reflections) do not connect back to the Home page or preceding pages. Many external links do not connect to the appropriate website. The photographs, graphics, sounds, and/or videos are inappropriate. They are distracting and detract from the content.

Use of Multimedia

All of the multimedia enhance the purpose of the e-portfolio, create interest, and are appropriate. The content of the eportfolio is enhanced in an original way. All of the examples are appropriate for the chosen purpose. All artifacts and work samples are clearly and directly related to the purpose of the eportfolio. All of the components demonstrate the use of clear, well organized, and accurate written communication.

Most of the multimedia enhance the purpose of the e-portfolio, create interest, and are generally appropriate. The content of the eportfolio is enhanced somewhat in an original way.

Selection of Artifacts & Written Communication

Most artifacts and work samples are related to the purpose of the eportfolio. There are only one or two occurrences of unorganized, inaccurate, or difficult to interpret written information.

Most artifacts and work samples are unrelated to the purpose of the eportfolio. There are more than four instances of unorganized, inaccurate, or difficult to interpret written information.

Captions

Each artifact is accompanied by a caption that clearly explains the importance of that particular work (addresses the 5 Habits of Mind) including title, author, and date. There are no errors in grammar, capitalization, punctuation, and spelling.

Most of the artifacts are accompanied by a caption that clearly explains the importance of that particular work (addresses the 5 Habits of Mind) including title, author, and date. There are a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision. Consistent use of direct eye contact with audience, but still returns to notes. Made movements or gestures that enhances articulation. Makes minor mistakes, but quickly recovers from them; displays little or no tension. Occasionally shows positive feelings about topic. Students voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Some of the artifacts are accompanied by a caption that clearly explains the importance of that particular work (addressing the 5 Habits of Mind) including title, author, and date. There are 5 or more errors in grammar, capitalization, punctuation, and spelling requiring editing and revision. Displayed minimal eye contact with audience, while reading mostly from the notes. Very little movement or descriptive gestures. Displays mild tension; has trouble recovering from mistakes.

None of the artifacts are accompanied by a caption that clearly explains the importance of that particular work (Addressing the 5 Habits of Mind) including title, author, and date. The text has more than 10 errors in grammar, capitalization, punctuation, and spelling. It requires major editing and revision. No eye contact with audience, as entire report is read from notes. No movement or descriptive gestures. Tension and nervousness is obvious; has trouble recovering from mistakes.

Writing Mechanics

Non-Verbal Presentation Skills

Holds attention of entire audience with the use of direct eye contact, seldom looking at notes. Movements seem fluid and help the audience visualize. Student displays relaxed, selfconfident nature about self, with no mistakes.

Verbal Presentation Skills

Demonstrates a strong, positive feeling about topic during entire presentation. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation. Student demonstrates full knowledge by answering all class questions with explanations and elaboration. Student presents information in logical, interesting sequence which audience can follow.

Shows some negativity toward topic presented. Students voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Shows absolutely no interest in topic presented. Student mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of students to hear.

Content Knowledge during Presentation

Student is at ease with expected answers to all questions, without elaboration. Student presents information in logical sequence which audience can follow.

Student is uncomfortable with information and is able to answer only rudimentary questions. Audience has difficulty following presentation because student jumps around.

Student does not have grasp of information; student cannot answer questions about subject. Audience cannot understand presentation because there is no sequence of information.


Total Points Earned

Evaluator Comments: