Roviea Grading Rubric for Philosophy Paper - = Portfolio IL oun wame_(7a br 194i ‘You will write a 5-page paper using APA style, re-examining your philosophy. The philosophy paper for Portfolio U should be different from the one that was written for Portfolio I, and should deseribe how your personal philosophy has evolved since submission of Portfolio I. Your evolving philosophy should be based on your experiences, textbooks, research, fied observations, reflections, course readings, and discussions, as well as other resources. You should examine various philosophies of education, including constructivism, and discuss how these philosophies impact your personal philosophy. ‘The Portfolio II paper should exemplify growth in the understanding and articulation of your philosophy of education. One of the essential questions is: “How does my personal philosophy reflect the tenets of the Education Department’s Conceptual Framework?” CATEGORY | ft 2 a Length of | Less than Three “Tis doubles For dub spaced(| Five or more doubl Paper | double-spaced pages | spaced pages pages spaced pages _ Introduction | There isno clear The introduction The introduction froduetion is nwt | introduction to the states the purpose, but | clearly states the lo arages the reader tO | purpose of the paper or | docs not adequately | purpase of the paper, its structure, preview the structure | previews the structure | Fandidate’s philosophy, and ofthe paper and does | ofthe paper, but does | Elearly states the main joints and the purpose of paper not engage the reader. | not engage the reader. Coverage of | Information eludes | Taformation includes [formaefOn includ | Taformaah ‘Teaching | very ow, ifany, ofthe | few ofthe knowledge, /{ some ofthe \\} thorough delineation ofthe Dimensions | Knowledge, skills, and | skills, and iaowledge, sills, \ knowledge, skills, and dispositions ofefective | dispositions of and dispositions of | dispositions ofeeotive teachers; articulates few | effective teachers; | | effective teachers; J teachers; cloary atieulates best practices of articulates some best| | clearly articulates _/| many best practices of effective teachers ices of fective cffective teachers teachers Tategration of | Doss not include Offers few examples ‘Offers quality details and Experiences, | examples of personal | of exparences, examples about personal Belief and | exeerences, values, or | values and belifs to experiences, vals, oF vane belie related to lustre commitment | commitment to most_} belief illustrate support dispositions ¢o disposition. dispositions of dispositions Examples add lite to the discussion Tacorporation | Connections between | Theres ite “Tere fsa strong conneetion Gt Theories. | the writer’ expression | connection between [/connection between between the writer's and Readings | &hilosophy and the waiters the writer's )\papression of philosophy curriculum theor expression of f] eresion ot 1 eurricalum theory, practice, constructivist | philosophy and philosophy and tice, constructivist theory and readings | curticulum theory, || curriculum theory, | sigory and readings competed in courses are | practice, || practice, cfimpleted in courses. All unclear or unrelated. | constructivist theory] constructivist theory | pbints are supported with and readings Vand readings: ferences, completed in courses. | completed in courses. Few points ae fost points are supported with Shagorted with references. refer poe Page 10f2,Grading Rubric for Philosophy Paper — Portfolio II Name Date: ‘CATEGORY 1 2 3 4 Sequencing) | Many poinis arenot in| Some polnts ae notin | Points are made ina | Paigt are made i aTogical Transitions | logicel order. The paper | logical order; the way | logical order; the way | oyder; the smooth flow lacks organization. The | they are presented | theyare presented | ¢ffetively maintains the transitions between | makes the writing | sometimes makes the /interest of the reader and paragraphs andior ideas | difficult to follow and | writing dificult to | increases the ease of are unelear or less interesting. Some | follow or less reading. A variety of clear nonexistent. transitions work well; | interesting forthe | transitions are used, They but connections reader. Transitions | clearly show how ideas are among ideas are showy how ideas are connected. fuzzy. SS Conclusions | There isno clear “The conclusion is conclusion is he conclusion is trong. conclusion; the paper | recognizable; but does f recognizable; ties up| dnd leaves the reader with ends with no summary | not ie up several / almost all loose ends _| qn understanding ofthe statement. Itsimply | loose ends, ina summary river's points; offers a ends statement ‘ummary statement, 1o0Ks forward to the future, uses @ quot, cites a unique experience, ete. Mechanical [Many euninatel~ Seal gamnatal Oc or tea | No uote Errors spelling or punctuation | capitalization, grammar, capitalization, spelling, or terrors; errors interrupt | spelling, ot capitalization and/or punctuation errors; the the flow. punctuation errors; (| punctuation; the paper is exceptionally easy the errors interrupt the\\ paper is easy to read | to read flow. > ‘Proper Use of | Inadequate number of [Atleast Ssources [Atleast Ssources \ | 5 sourees (information and Citations | sources, or the sources | (information and / | Ginformation and \) graphics) are accurately are not aecurately ‘graphies) are sraphies) are documented in APA format documented, accurately accurately documented, but \ | documented, but a many are not in APA \| few are not in APA format [Normat Evidence of | Indicates that Cites one clear and | Cifevatleasiiv6 | Cites at feast three clear Continued | philosophy has evolved, | concrete examples of | clear and concrete |} concrete examples of ways Evolution of | butctes no examples | way philosophy has | examples of ways \ philosophy has evolved Personal evolved philosophy has evolved Philosophy 30/40 score with no ‘1's Page 2 of 2 ie Hip :