iRubric: Portfolio Assessment rubric

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Portfolio Assessment

EDUC 380 Assessment, Evaluation and Program Development in TESOL

Rubric Code: J629X8

By PadreFred

Draft

Public Rubric

Subject: Education

Type: Assessment

Grade Levels: Undergraduate

Portfolio Assessment Portfolio entries pertaining to the five goals of the course.
	Good 3 pts	Fair 2 pts	Poor 1 pts
Goal One Become familiar with various approaches to ESL instruction and assessment.	Good - Six to seven completed assignments are listed. - Assignments are categorized according to appropriate Goal. - Learned concepts from the assignments relating to the Goal are SPECIFIC regarding approaches to ESL instruction.	Fair - Four to five completed assignments are listed. - One or two assignments are categorized according to WRONG Goal. - Learned concepts from the assignments relating to the Goal are SKETCHY regarding approaches to ESL instruction.	Poor - Three or less completed assignments are listed. - Three or more assignments are categorized according to wrong Goal. - Learned concepts from the assignments relating to the Goal regarding approaches to ESL instruction are MISSING or poorly constructed.
Goal Two Demonstrate an understanding of the theory and practice of curriculum design, culturally relevant pedagogy and assessment techniques.	Good - Five or more completed assignments are listed. - Assignments are categorized according to appropriate Goal. - Learned concepts from the assignments relating to the Goal are SPECIFIC regarding regarding theory and practice of curriculum design, culturally relevant pedagogy and assessment techniques.	Fair - Three or four completed assignments are listed. - One or two assignments are categorized according to WRONG Goal. - Learned concepts from the assignments relating to the Goal are SKETCHY regarding theory and practice of curriculum design, culturally relevant pedagogy and assessment.	Poor - One or two completed assignments are listed. - Three or more assignments are categorized according to wrong Goal. - Learned concepts from the assignments relating to the Goal regarding theory and practice of curriculum design, culturally relevant pedagogy and assessment techniques are MISSING or poorly constructed.
Goal Three Be able to articulate various issues (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, the importance of standards–based assessment, and demonstrate understanding of the limitations of assessment situations and make accommodations for ELL students.	Good - Five or more completed assignments are listed. - Assignments are categorized according to appropriate Goal. - Learned concepts from the assignments relating to the Goal are SPECIFIC regarding issues in assessment, the importance of standards–based assessment, and limitations of assessment situations and appropriate accommodations.	Fair - Three or four completed assignments are listed. - One or two assignments are categorized according to WRONG Goal. - Learned concepts from the assignments relating to the Goal are SKETCHY regarding issues in assessment, the importance of standards–based assessment, and limitations of assessment situations and appropriate accommodations.	Poor - One or two completed assignments are listed. - Three or more assignments are categorized according to wrong Goal. - Learned concepts from the assignments relating to the Goal regarding issues in assessment, the importance of standards–based assessment, and limitations of assessment situations and appropriate accommodations are MISSING or poorly constructed.
Goal Four Understand, develop, and use norm-referenced and authentic assessments appropriately with ELL students.	Good - Completed assignments are FULLY listed. - Assignments are categorized according to appropriate Goal. - Learned concepts from the assignments relating to the Goal are SPECIFIC regarding use of norm-referenced and authentic assessments.	Fair - Completed assignments are MOSTLY listed. - SOME assignments are categorized according to WRONG Goal. - Learned concepts from the assignments relating to the Goal are SKETCHY regarding use of norm-referenced and authentic assessments.	Poor - Completed assignments are mostly missing. - MOST or all assignments are categorized according to WRONG Goal. - Learned concepts from the assignments relating to the Goal regarding use of norm-referenced and authentic assessments are MISSING or poorly constructed.
Goal Five Gain some practical experience in applying theoretical knowledge to various language learning and teaching situations.	Good - Completed assignments FULLY listed. - Assignments are categorized according to appropriate Goal. - Specified and related to goal the learned concepts regarding practical experience in applying theoretical knowledge to various language learning and teaching situations.	Fair - Completed assignments are MOSTLY listed. - SOME assignments are categorized according to WRONG Goal. - Learned concepts from the assignments relating to the Goal are SKETCHY regarding practical experience in applying theoretical knowledge to various language learning and teaching situations.	Poor - Completed assignments are mostly missing. - MOST or all assignments are categorized according to WRONG Goal. - Learned concepts from the assignments relating to the Goal regarding practical experience in applying theoretical knowledge to various language learning and teaching situations are MISSING or poorly constructed.

Subjects:

Education

Types:

Assessment

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