Portfolio Assessment Rubric
E-Portfolio Unsatisfactory
Criteria
Articulation of goals Goals are ill defined or overly
simple. They are not indicative
of the breadth of learning
intended to be showcased..
Defining of Little to no mention of specific
audience audiences.
E-Portfolio Theme or metaphor is barely
structure: applying discernible or does not provide
themes/metaphors a suitable organizational
structure of the portfolio.
Platform choice Platform does not address the
organizational and content
needs of the portfolio.
Identification of key Key ETEC class concepts and
content/concepts content are only vaguely
referred to and their relevance
is ill-defined.
Artifact selection The relevance of the selected
artifacts to the portfolios goals
and audience is difficult to
identify.
Quality of reflections Reflections are token
comments that show little
attempt at deeper
understanding or analysis of
the learning experiences
highlighted in the portfolio.
Practical application No indication of how learning
or relevance of might be applied.
learning
Satisfactory
Goals are well defined and
reflective of the complexity
of the learning experiences
being illustrated.
Various audiences are
differentiated and their
specific needs identified..
Theme/metaphor is evident
throughout the portfolio and
provides organization
benefits to the portfolio
content.
Platform allows for a variety
of media and can be
structured to meet the
needs of the theme or
metaphor.
Key learning concepts and
content from the various
ETEC learning experiences
are highlighted and their
overall relevance indicated.
Artifacts are directly
relatable to the e-portfolios
goals and audience,and
help identify significant
learning experiences.
Reflections illustrate the
learner’s deeper
understanding of how the
learning experiences have
changed their knowledge.
Broad, general examples of
how learning might be
applied are indicated as well
as the overall relevance to
the learner’s practice.
Exemplary
Goals are multifaceted yet
clearly defined, meeting the
needs of all vested parties or
audience members.
The e-portfolio addresses a
broad, variety of audiences.
The intent to address their
particular needs is clearly
evident in the structure and
content of the portfolio.
Theme/metaphor provides
more than just structure and
aids the audiences’
understanding and
appreciation of the portfolio.
Platform choice eases or
enhances how the content is
viewed and allows a variety of
organizational structures to
reflect the chosen theme or
metaphor. Technical learning
requirements are minimal
allowing a focus on content.
The impact of key concepts on
the learner’s practice and
educational philosophy are
clearly defined and reflected
on.
Chosen artifacts reflect a
broad, diverse range of skills
and learning opportunities.
They provide a bridge between
the experiences and the
reflections, adding clarity to
what is being described.
Reflections go beyond simply
identifying knowledge change
and instead delve into how
educational philosophy and
practice have been altered by
the learning experiences.
Specific examples of how
learning might be applied are
indicated, with clearly outlined
rationale indicating why this
new application improves on
existing practices.