Portfolio Rubric

Advanced

Satisfactory

Marginal

Unsatisfactory

Research

Learned from a variety of sources: interviews, internet, books, manuals, primary sources, trial and error

Thorough & complete—used every source they could think of and interacted with the texts

Annotations are thoughtful and evaluative and detail how the source was used

Student learned from a variety of sources and interacted with the texts. Annotations evaluate the sources but may not show how they were used.

Student learned from only 1 or 2 kinds of sources; did not interact with the text in a meaningful way; annotations lack substance.

Research is cursory or fewer than ten sources are represented.

Journals

Thoughtful & reflective—evidence of problems solving, anticipatory thinking & careful planning

A thorough documentation of a learning process / no extraneous information

Journals are thorough with little/no extraneous information. There is evidence of a careful though process and planning.

There is little evidence in the journals of reflection or of planning. Student rarely or never documented details of the process OR may fail to demonstrate the thought processes of the student.

Journals are missing / reflect unacceptable lack of focus

Learning Process

Includes documentation of a multi-staged process, including revisions & fine-tuning of original plan. Evidence that the plan developed as problems were encountered &/or anticipated. A clear, convincing learning stretch.

Portfolio documents the process from inception to completion. Plan was modified as problems were encountered. There is a clear, convincing learning stretch.

Majority of process is documented but some important gaps appear. New learning is limited. Plan may have been modified, but it is not clear why, or the modifications did not make the plan better.

Very little or no evidence that the student demonstrated foresight or planning / did not push self to learn anything new.

Reflective Paper

Well-structured & reflects strong writing skills. Few to no errors in conventions of writing. Is truly reflective, showing student’s self-assessment of success and mistakes as well as what was learned.

Writing is adequate to convey ideas but may have superficial mistakes. Student conveys reflection on the process as well as what was learned from it. 

Writing has several significant mechanical errors, may be choppy or disconnected. Student discusses the learning process but may lapse into a timeline summary of what was done. Not truly reflective or thoughtful.

Paper is missing or entirely superficial. Errors may interfere with understanding.

Other Elements

The following are included and are thoughtfully done:

___letter to the judges

___project proposal

___mentor evaluation

___pictures/description of product

___resume                                    

___transcript                         

All components present. Some lack thoughtful ness.

1-2 required elements missing.

3 or more are missing.

Distinguishing Characteristics

There is evidence that the student looked for multiple sources to confirm what was learned.

The portfolio and its organization helps the reader see obvious connections between the required pieces (research, journals, product, etc)

It is exciting and professional to look at.

Some or all optional entries are included:   (___goals  ___work samples  ___certificates of achievement   ___code of beliefs)

Journals reflect personal growth as a result of the learning process.

There is evidence that the plan was revised as implications of the research surfaced.

The student is thoughtful and reflective, not only about the process but also about him/herself.

The portfolio reflects a student of high character.

Advanced

Satisfactory

Marginal

Unsatisfactory

Professionalism

Neat and professional dress; on time & kept to time limit. Rarely checked notes, smiling, good eye contact, no hesitation markers, professional delivery

Dressed well; timely; tone doesn’t sound forced or awkward; regular eye contact; exhibited enthusiasm

School dress; over/under time limits; checked notes often

Shabby dress, unprofessional; late to presentation; way over/under time; read speech; little/no eye contact; consistent hesitation markers and verbal stumbling

Delivery

Superb, conscious variation of sentence structure; flow of speech makes sense with clear, smooth transitions; superb focus and clarity

Sentence structure and language appropriate; flows well; mostly focused and clear

Flow errors are present but do not detract; rough or choppy areas

No flow, no transitions, unfocused or unclear

Knowledge Base

Large foundation of research exhibited; student answers tough questions without hesitation; speech reveals multi-faceted learning

Depth beyond general knowledge; student can answer tough questions; speech reveals adequate learning

Sufficient knowledge of topic; student hedges on questions and answers

Knowledge base lacking; student cannot answer questions about topic

Visual Aids

Presenter used visual aids effectively; enhanced understanding

Visual aids assist and relate to speech  / Visual aids assist speech moderately

Visual aids used as a supplement; presenter talked about visual aides as an afterthought

No visual aids / visual aids distracted from presentation

Content

Speech thoroughly explained the following:

____motivation

 ____research                   

____self-growth              

____product

____learning stretch

Some elements explained sketchily.

1 component omitted.

2 or more components omitted.

Distinguishing Characteristics

Introduction and conclusion of speech were interesting; drew audience in and finished conclusively.

The presentation demonstrates obvious connections between the required pieces (research, journals, product, etc)

It is exciting and professional to watch.

The student is thoughtful and reflective, not only about the process but also about him/herself.

Speech reveals multi-faceted learning; answered questions with impressive knowledge and depth of understanding

Advanced

Satisfactory

Marginal

Unsatisfactory

Plann-ing

Had a clear plan that developed and evolved as problems were encountered

Had a clear plan with satisfactory implementation

Had a vague or incomplete plan

No discernible plan

Know-ledge

Research was directly applied to product; student can answer questions well

Research connects to product

Research was related but not directly applied to product

Research is not reflected in product

Learning Stretch

Student pushed self to learn something new and applied it to the product.

Student may have had prior knowledge but still stretched to learn.

Learned more in-depth a skill already possessed.

Duplicated a skill learned in the past.

Task

It is impressive that the student was able to do so much in just a school year

Obvious that the task took six months to complete.

Obvious that the project could be completed in far less than six months.
 

Obvious that the project could be completed very quickly.

Quality

Well done; put together with attention to detail

Well-done but minor details may have been overlooked

There is evidence that major details were overlooked

Haphazardly put together

Problem Solving

Problems are solved as they are encountered

Solved some problems but left some unresolved—still, final product is not affected by these problems

Some problems left unresolved; details of the product were affected as a result

Left problems unsolved, which affected overall quality of final product. Product may be incomplete.
 

Distinguishing Characteristics

The work on the product began before the research phase was even completed.

Product represents a tremendous learning stretch for student.

Student demonstrates direct application of wide research base in development of product.

Product is polished; professionally done.

Student may have looked to multiple / creative sources / methods for problem solving.

Planning demonstrates not only adjustments as obstacles were encountered but also foresight/preemptive prevention of possible problems.

Student can answer questions about product with skill and with demonstration of multi-faceted research-based knowledge.

Product may also reflect creativity and innovative thinking.