Rubrics for Electronic Portfolio Course Overall Objectives Language Arts - Writing Technology Education   Overall Objectives Criteria Exceeds Expectation 3 Satisfactory 2 Needs Improvement 1 Responsibility All assignments completed and submitted electronically and on time. All assignments completed and submitted electronically and on time with some assistance from instructor. Instructor notified prior to deadline of reason of delay. Plan of action is agreed upon and fulfilled. Assignments not completed and submitted electronically and/or not on time. Assignments required extensive assistance from instructor. Instructor not notified of reason of delay. Content •Includes a variety of student generated work (from 3 or more content areas of study). •All pieces of work included are entirely student created and designed. •Much thought and effort was given to prepare and include each piece of work. •Includes some variety of student generated work (from 2 content areas of study). •Pieces of work included are almost entirely student created and designed. •Some thought and effort was given to prepare and include each piece of work. •Limited student generated work included (from 1 content area of study). •Includes pieces of work not student created and designed. •Little thought and effort was given to prepare and include each piece of work. Completeness •All quadrants for each piece of work included in the portfolio is complete, organized, and neatly presented. •Users able to navigate easily. •Entire portfolio reflects much planning in its organization, design and creation. •Incomplete - missing information for one or two quadrants in the portfolio. The portfolio is organized and neatly presented. •Users able to navigate without much difficulty. •Portfolio reflects some planning in organization and design; however, not immediately apparent. •Incomplete - missing information from three or more quadrants in the portfolio. The portfolio is unorganized and/or not neatly presented. •Users find it difficult to navigate and can easily get lost. •Organization and planning of portfolio is not apparent. Back to the top Language Arts - Writing Technology Education Electronic Portfolio Homepage   Language Arts - Writing Rubric: Reflection Questions Standard Benchmark Exceeds Expectation 3 Satisfactory 2 Needs Improvement 1 Range: Write using various forms to communicate for a variety of purposes and audiences. •Write using forms appropriate to purpose and topic. •Write to reflect on learning •Writings are complete and clearly display student's understanding of topic and information. Writing is complete, focused, purposeful and insightful. Has many strong supporting statements that develop the main idea. •Writing includes a piece which clearly and honestly states how their topic affects them and their life. •Writings incomplete and/or sometimes display student's understanding of topic and information. Writing is not always clear. Writing is generally focused on topic; may have a few loosely connected ideas. Has adequate supporting details that develop the main idea. •Writing includes a piece which states how their topic affects them and their life. However, writing is not clear and/or does not make sense. •Writings incomplete and/or do not display student's understanding of topic and information. Writing has incomplete organizational pattern. Writes about topic but loses focus by including unrelated or vague ideas. Writing is not clear and/or does not make sense. Makes generalizations without supporting evidence. •Writing does not include a piece which states how their topic affects them and their life. Composing Processes: Use writing processes and strategies appropriately and as needed to construct meaning and communicate effectively. •Revise writing to improve organization, sharpen focus, and refine language; and edit writing to make it clear and correct. •Evaluate own writing, using criteria based on qualities of good writing, to improve writing. •Effectively revised and edited writing as needed. •Able to revise and edit on their own. •Made a good effort to revise and edit writing. •Able to revise and edit with some assistance from peer(s) and/or teacher. •Made little or no effort to revise and edit writing. •Not able to revise and edit without assistance from peer(s) and/or teacher. Conventions and Skills: Apply knowledge and understanding of the conventions of language and research when writing. •Demonstrates a good grasp of conventions in increasingly complex writing. •Shows exemplary use of spelling, punctuation, and grammar. Sentence structure is ordered, logical and fully developed. •Has few errors in grammar, punctuation and spelling. Errors do not interfere with meaning. •Has frequent errors in grammar, punctuation and spelling. Errors interfere with the meaning. Rhetoric: Use rhetorical devices to craft writing appropriate to audience and purpose. •Use language that is precise, vivid, and clear. •Has voice and style that reveals the unique writer and speaks to the reader(s). •Has a structure that is appropriate to purpose within paragraphs and the overall structure. •Writing is precise, vivid (descriptive), clear, and honest. •All writing pieces are interesting and engaging. Writer is interested and involved. •All writing topics are described completely and accurately. •Writing is not always precise, vivid (descriptive), clear and/or honest. •Most writing pieces are interesting and engaging. Writer makes a good effort, however, does not seem interested or involved. •Most writing topics are described completely and accurately. •Writing is not precise, vivid (descriptive), clear, and/or honest. Writing is confusing to reader and/or does not make sense. •Writing is uninteresting, mechanical. Writer makes no effort to involve the reader. Writer is not interested or involved. •Topics are not described completely and accurately. Little details are given. Back to the top Reflection Questions Technology Education Electronic Portfolio Homepage   Technology Education Standard Benchmark Exceeds Expectation 3 Satisfactory 2 Needs Improvement 1 Technology As A Tool For Communication: Students use technology to communicate, to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. •Design, develop, publish, and present products using appropriate technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. •All webpages complete, organized, and neatly presented. Users able to navigate easily. Uses web publishing tools effectively. Links are current and connections work. Excellent use of color, text and graphics displayed on all webpages. Webpages reflects much planning in its organization, design and creation. •Webpages are incomplete, unorganized and/or not neatly presented. Users able to navigate easily. Uses web publishing tools satisfactorily. One or two links fail to connect. Some effort is made to use color, text and graphics on all webpages. Webpages reflect some planning in organization and design; however, not immediately apparent. •Webpages are incomplete, unorganized and/or not neatly presented. Site is confusing and/or users can easily get lost. Does not use web publishing tools effectively. Three or more links fail to connect. Little or no effort is made to use color, text and graphics on webpages. Organization and planning not apparent. Technology As A Tool For Productivity: Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works. •Apply productivity/multimedia tools and peripherals to support personal and group productivity and collaboration and learning throughout the curriculum.   •All webpages complete, organized, and neatly presented. Users able to navigate easily. Uses web publishing tools effectively. Links are current and connections work. Excellent use of color, text and graphics displayed on all webpages. Webpages reflects much planning in its organization, design and creation. •Webpages are incomplete, unorganized and/or not neatly presented. Users able to navigate easily. Uses web publishing tools satisfactorily. One or two links fail to connect. Some effort is made to use color, text and graphics on all webpages. Webpages reflect some planning in organization and design; however, not immediately apparent. •Webpages are incomplete, unorganized and/or not neatly presented. Site is confusing and/or users can easily get lost. Does not use web publishing tools effectively. Three or more links fail to connect. Little or no effort is made to use color, text and graphics on webpages. Organization and planning not apparent. Back to the top Overview/Learner Outcomes Activities Reflection Questions Hawaii Content & Performance Standards Student Electronic Portfolio Example Electronic Portfolio Homepage