iRubric: Latin II ePortfolio rubric

Layout is well-organized; font size is in relation to the size of the page; size and quality of images is appropriate; great contrast between background and text; format of each page fits frame of monitor

Layout is organized; more than three fonts sizes; size and quality of images is appropriate; great contrast between background color and text; format of each page somewhat fits monitor

Layout is somewhat organized; too many different font sizes; images are too big/small; background color and text somewhat contrast;

Layout and design is unorganized; background color is too dark/light; fonts either too big/small;

Student creates a clearly stated goal which includes specific benchmarks by which they choose to measure their own success. Student clearly communicates the reasons why he/she has enrolled for Latin and what he/she wishes to achieve by the end of the first year. Student also identifies several desired long-term outcomes.

Student creates a clearly stated goal which includes specific benchmarks by which they choose to measure their own success. Student communicates a reason why he/she has enrolled for Latin and what he/she wishes to achieve by the end of the first year. Student also identifies a desired long-term outcome.

Student creates a goal. Student either communicates a reason why he/she has enrolled for Latin OR what he/she wishes to achieve by the end of the first year. Student identifies a desired long-term outcome.

Student does one of these: creates a goal, communicates a reason for enrolling in Latin, communicates what he/she wishes to achieve, identifies a desired long-term outcome.

Student includes all four quiz progress charts for the year with written reflections. Student also includes a picture of two summative assessments from each quarter.

Student includes three quiz progress charts for the year with written reflections. Student also includes a picture of one summative assessment from each quarter.

Student includes two quiz progress charts for the year with written reflections. Student also includes a picture of one summative assessment from each quarter.

Student includes all one quiz progress chart for the year with written reflections. Student does not provide a picture of a summative assessment.

Student does a written interview of him/herself in which (s)he answers all of the following questions and identifies the evidence for the response:

Did I meet my goals from September? How did I progress from October to June? What changes did I make in my study habits to meet my goals? What have I been doing well that I will continue to do in the future? Are my long-term goals the same today or have they evolved? If they have evolved, how so?

Student does a written interview of him/herself in which (s)he answers four of the following questions and identifies the evidence for the response:

Did I meet my goals from September? How did I progress from October to June? What changes did I make in my study habits to meet my goals? What have I been doing well that I will continue to do in the future? Are my long-term goals the same today or have they evolved? If they have evolved, how so?

Student does a written interview of him/herself in which (s)he answers three of the following questions and identifies the evidence for the response:

Did I meet my goals from September? How did I progress from October to June? What changes did I make in my study habits to meet my goals? What have I been doing well that I will continue to do in the future? Are my long-term goals the same today or have they evolved? If they have evolved, how so?

Student does a written interview of him/herself in which (s)he answers two of the following questions and identifies the evidence for the response:

Did I meet my goals from September? How did I progress from October to June? What changes did I make in my study habits to meet my goals? What have I been doing well that I will continue to do in the future? Are my long-term goals the same today or have they evolved? If they have evolved, how so?