UNIVERSIDAD DE ANTIOQUIA

PROGRAMA INSTITUCIONAL DE FORMACIÓN EN LENGUA EXTRANJERA

PROGRAMA INSTITUCIONAL DE INGLES – FORMATO VIRTUAL

ENGLISH THREE – UNIT 1

e-PORTFOLIO RUBRIC
Name: _________________________ Date: ______________

In order to evaluate your portfolio, the following criteria will be taken into account: achievement regarding the
contents determined for the unit, completeness of every one of the sections, and independent work.

Instructions:

1. Complete the self-assessment check-list about (1) your achievement of the contents determined for the
corresponding course and unit, (2) your application of study skills, and (3) your management of
technological skills.
2. Reflect on your responsibility and commitment during the course: have you accessed the platform
regularly? Did you complete the different activities and subtasks? Have you participated in the forums
regularly? Have you identified doubts and asked for clarification? Have you worked on your own in order
to develop your competence in English?
3. Read carefully the descriptors for the self-assessment of the portfolio in the portfolio rubric, identify the
one that best describes your achievement and commitment, and give yourself a grade. Add comments as
you wish.
4. Complete the “reflection chart” and upload this rubric on the site determined by your teacher.

PEOPLE TO KNOW
Self-Assessment Check-List

Check the column that best describes your achievement for the corresponding competence.

LINGUISTIC CONTENT
I can I can do it
I definitely I can do it
barely do but I still I can do it
COMPETENCE DESCRIPTOR cannot do with few
it, I need to have accurately
this difficulties
work on it difficulties
I can read, understand and orally report
biographical information of different
personages by using structures of past and
present tenses
I can listen, understand and orally report
biographical information of different
personages by using structures of past and
present tenses
I can ask about someone’s biographical
information by using past tenses and the right
structure of the question
I can write someone’s biography by using
varied vocabulary and the appropriate
grammar structures (regular and irregular
verbs in past and simple past tense)

Universidad de Antioquia · Escuela de Idiomas · Programa Institucional de Formación en Lengua Extranjera

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I can write my own biography by using varied
vocabulary and the appropriate grammar
structures (regular and irregular verbs in past
and simple past tense)
I can answer questions about my own
biography by using the appropriate grammar
structures (regular and irregular verbs in past
and simple past tense)
I can Successfully Apply the Technological Skills Required in the Unit.
Navigating through the educational web
platform

Respecting turn-taking in synchronous

sessions

Replying with appropriate register and

content to classmate’s messages

Using different online communication styles

depending on the assigned task

Participating in synchronous sessions

following the designated protocol

Using the computer to navigate the World

Wide Web

Respecting information posted by their

classmates on the educational web platform
or connected web sites

I Apply the Study Skills Suggested in the Hardly

Never Sometimes Frequently Always
Unit Ever
Using online dictionaries

Using online tutorials

Using the platform communication tools to

ask for help

Using online video call programs

Universidad de Antioquia · Escuela de Idiomas · Programa Institucional de Formación en Lengua Extranjera

Todos los contenidos están bajo licencia Creative Commons 4.0
 HOLISTIC SCORING SCALE

The following descriptors correspond to 5 different levels of achievement. In order to self-assess, refer to the
corresponding descriptor and give yourself a grade.

Level 1 portfolio: 4.5 – 5

The inclusion of different types of evidence selected by the student namely: graphic organizers, mind maps, tables,
examples of readings texts, grammar and vocabulary exercises, etc., reflect students’ excellent level of
comprehension of the topics studied in the unit. Completion of MOODLE questionnaires and activities, as well as an
active participation of the student in forums and synchronous encounters, reflect his/her outstanding level of
responsibility and commitment towards the achievement of the goals established in the unit.
Level 2 portfolio: 4 – 4.4

The inclusion of different types of evidence selected by the student namely: graphic organizers, mind maps, tables,
examples of readings texts, grammar and vocabulary exercises, etc., reflect students’ good level of comprehension of
the topics studied in the unit. The completion of MOODLE questionnaires and activities, as well as the frequent
participation of the student in forums, reflect his/her responsibility and commitment towards the achievement of the
goals established in the unit.
Level 3 portfolio: 3 – 3.9

The inclusion of some types of evidence selected by the student namely: graphic organizers, mind maps, tables,
examples of readings texts, grammar and vocabulary exercises, etc., reflect students’ acceptable level of
comprehension of the topics studied in the unit. The student has as well completed most MOODLE questionnaires and
activities, and often participated in forums, which reflects some responsibility and commitment towards the
achievement of the goals established in the unit.
Level 4 portfolio: 2 – 2.9

The portfolio includes few evidence of student’s independent work, and/or his/her selected work is to some extent
confusing. The student has only completed part of the MOODLE questionnaires and activities, and seldom participated
in forums, which reflects some lack of responsibility and commitment towards the achievement of the goals
established in the unit.
Level 5 portfolio: 1 – 1.9

Very few or none samples of student’s work were submitted. The student has only completed some few MOODLE
questionnaires and activities, and hardly ever participated in forums, which reflects some lack of responsibility and
commitment towards the achievement of the goals established in the unit.

COMMENTS

Universidad de Antioquia · Escuela de Idiomas · Programa Institucional de Formación en Lengua Extranjera

Todos los contenidos están bajo licencia Creative Commons 4.0
 Grade: ___________

Universidad de Antioquia · Escuela de Idiomas · Programa Institucional de Formación en Lengua Extranjera

Todos los contenidos están bajo licencia Creative Commons 4.0
 REFLECTION CHART

My strengths

My Weaknesses

My improvement plan

Universidad de Antioquia · Escuela de Idiomas · Programa Institucional de Formación en Lengua Extranjera

Todos los contenidos están bajo licencia Creative Commons 4.0