iRubric: Website / ePortfolio Rubric

Background is exceptionally attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability.

Background is attractive, consistent across pages, adds to the theme or purpose of the site, and does not detract from readability.

Background is consistent across pages and does not detract from readability.

Background detracts from the readability of the site.

The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material.

The Web pages have an attractive and usable layout. It is easy to locate all important elements.

The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements.

The Web pages are cluttered looking or confusing. It is often difficult to locate important elements.

All professional and program competency artifacts are clearly and directly related to the purpose of the eportfolio and are well-organized. They additionally demonstrate programmatic competency achievement.

Most professional and classroom samples are related to the purpose of the eportfolio. One or two examples are unorganized or unrelated. They additionally demonstrate programmatic competency achievement.

Several professional and classroom samples are not related to the purpose of the eportfolio. Several examples are unorganized and unclear. Missing evidence of competency demonstration in some areas.

Most of the professional and classroom samples do not relate to the purpose of the eportfolio. Missing evidence of all program competencies.

All images, especially those that are used for navigation, have an ALT tag that describes the image and its link so people who are visually impaired can use the Web site well.

All images used for navigation have an ALT tag that describes the image and where it links to so people who are visually impaired can use the Web site well.

Most images used for navigation have an ALT tag that describes the image and where it links to so people who are visually impaired can use the Web site well.

The needs of visually impaired Internet users are ignored.

Reflections are present throughout the portfolio demonstrating how learning occurred, what learning occurred, how learning was integrated throughout the program, and how learning was applied to the program field.

Reflections are present in the portfolio and demonstrating how learning occurred, what learning occurred, but may not include either how learning was integrated throughout the program, or how learning was applied to the program field.

Few reflections are present in the portfolio. If they are present they do not provide any depth of understanding of how learning occurred, what learning occurred, how learning was integrated throughout the program, or how learning was applied to the program field.

No reflections are present in the portfolio.

Students have direct application of new skills or knowledge in community service. Service learning is seen as a vital instructional activity.

Students have some active application of new skills or knowledge. Service learning has strong connection to instruction.

Students only has some application of new skills or knowledge. Service learning has minimal connection to instruction.

Student do not use skills or knowledge outside classroom. No active service experience. Activity has no connection to instruction.

Reflections show deep personal understanding of the importance of service in student's ability to make a difference. Student will likely take the initiative to serve again.

Reflections show growing understanding of the importance of service in student's ability to make a difference. Student may serve again.

Reflections show limited understanding of the importance of service. Student may serve again if asked.

Reflections show student largely unaffected by the importance of service. Student is unlikely to serve again.