ࡱ> x{w .bjbj 7n_n_&  uuuuu8l-$QLjllllll$"fuuuTTTuujTjTTTNxX:TV0T"T"TT""uvTT" ;: Content Not attemptedBeginningDevelopingCompetentExemplaryContentIncludes incomplete content.Does not use any course content. Uses some course content, does not define terms, and or/meaning is unclear.Uses some course content, defines most terms, and/or explains most ideas in own words.Uses course content to frame ePortfolio, defines all terms, explains ideas in own words.ArtifactsDoes not include artifacts.Includes artifacts in only one media format. Artifacts are not related to purpose of ePortfolio and are inappropriate/ distracting. Most artifacts do not illustrate students knowledge of course concepts and/or showcase relevant skills and abilities.Includes artifacts in limited media formats. Some artifacts are inappropriate or distracting. Some artifacts illustrate students knowledge of course concepts and/or showcase relevant skills and abilities.Includes artifacts in a few media formats. Artifacts are generally appropriate, effective and enhance portfolio experience. Most artifacts illustrate students knowledge of course concepts and/or showcase relevant skills and abilities.Includes a variety of artifacts in different media formats. Artifacts are appropriate, effective and enhance ePortfolio. Artifacts illustrate students knowledge of course concepts and showcase relevant skills and abilities.ContextDoes not describe artifacts. Describes few artifacts. Does not explain artifacts relevance to the concepts in ePortfolio.Describes some artifacts. Explains some artifacts relevance to the concepts in ePortfolio.Clearly and concisely describes most artifacts. Explains most artifacts relevance to the concepts in ePortfolio.Clearly and concisely describes all artifacts. Explains all artifacts relevance to the concepts in ePortfolio. Note: The highlighted spaces indicate areas that you may want to replace with course subject specific language. Organization Not AttemptedBeginningDevelopingCompetentExemplaryClarityDoes not include enough content to communicate ideas.Communicates ideas in a way that is unclear and wordy.Communicates ideas in a way that is sometimes unclear and wordy. Communicates ideas in a way that is mostly clear and concise. Communicates ideas in a way that is clear and concise.PurposeDoes not state argument.States argument unclearly. States argument inconsistently or sometimes unclearly.States argument clearly.States argument clearly and complexly.Coherence Does not structure ideas. Logic is unclear.Structures ideas in an unconnected manner. Logic is unclear.Structures ideas in a somewhat unconnected manner. Logic is unorganized.Connects ideas in a way that is mostly organized and logical.Connects ideas in a way that is organized and logical. Professionalism Rubric Not AttemptedBeginningDevelopingCompetentExemplarySpelling and GrammarAlways conveys meaning unclearly due to many grammar and/or spelling errors.Often conveys meaning unclearly due to many grammar and/or spelling errors.Sometimes conveys meaning unclearly due to grammatical or spelling errors.Often conveys meaning clearly, with few grammatical or spelling errors.Always conveys meaning clearly, with no grammatical or spelling errors.Referencing and copyrightDoes not include any citations or bibliography.Does not include complete citations and bibliography. Has many citation and bibliographic errors.Has few citation and bibliographic errors.Has no citation or bibliographic errors.Layout and readabilityDoes not include text and/or artifacts.Uses text style (size, font, effects) and placement of artifacts that inhibit the readers accessibility to the content.Uses text style (size, font, effects) and placement of artifacts that often inhibits the readers accessibility to the content.Uses text style (size, font, effects) and placement of artifacts that often facilitates the readers accessibility to the content.Uses text style (size, font, effects) that always facilitates the readers accessibility to the content.Note: use your own discretion when marking under the Exemplary column with this rubric. You may want to be forgiving of a minor error or two and still give an Exemplary grade. You could think of the nos in the Exemplary column as virtually no. Reflective thinking Not AttemptedBeginningDevelopingCompetentExemplaryAnalysis of ExperienceDoes not describe experience or provide insight or interpretation.Describes experience.Describes experience and provides limited insight and interpretation. Provides interpretation and insight into experience. Identifies alternative viewpoints and contextualizes experience.Provides in-depth interpretation and insight into experience. Integrates multiple alternative viewpoints and contextualizes experience. Critical self-awarenessDoes not acknowledge values, beliefs, or preconceptions. Does not link experience to self-concept, perception of others, and course concepts. Does not acknowledge uncertainty.Acknowledges few values, beliefs, or preconceptions. Links between experience, self-concept, perception of others, and course concepts. Recognizes uncertainty.Acknowledges values, beliefs, and/or preconceptions. Somewhat links experience, self-concept, perception of others, and course concepts. Describes uncertainty.Questions values, beliefs, and preconceptions. Explicitly links experience to self-concept, perception of others, and course concepts. Examines uncertainty. Questions values, beliefs, and preconceptions and as a result, develops and articulates new perspectives. Applies experience to question self-concept, perception of others, and course concepts. Critically engages and questions uncertainty. Reflection on Learning ProcessDoes not describe learning experience. Describes learning experience. Describes learning experience with limited insight into how learning occurred. Examines learning experience to provide in-depth insight into how learning occurred.Analyzes learning experience to provide in-depth insight into how learning occurred and how it transformed previous knowledge. Creative Thinking Not attemptedBeginning DevelopingCompetentExemplaryAlternate PerspectivesDoes not acknowledge alternate perspectives.Somewhat acknowledges alternate perspectives. Acknowledges alternate and divergent perspectives. Discusses and questions alternate and divergent perspectives.Synthesizes alternate and divergent perspectives/ideas fully to create new knowledge.Ideas and SolutionsDoes not provide ideas required by the assignmentSomewhat recognizes ideas required by the course assignment. Recognizes ideas required by the course assignment. Provides ideas/solutions required by the assignment. Provides unique ideas/solutions well beyond the requirements of the assignment.Assignment expectationsDoes not meet expectations by not following assignment parameters.Minimally meets expectations by following few assignment parameters.Partially meets expectations by somewhat following assignment parameters.Meets expectations by following assignment parameters.Exceeds expectations with meaningful transformation of assignment parameters.  References American Association of Colleges and Universities (2009). VALUE Rubrics. Retrieved from  HYPERLINK "https://www.aacu.org/value/rubrics" https://www.aacu.org/value/rubrics Fostering Lifelong Learners in Business Education through the Program-Level Integration of Creative Learning Portfolios. Sheridan College. Golnaraghi, Theoret and Wells. STLHE, June 17, 2015 iRubric (2015) ePortfolio Evaluation Rubric. Retrieved from  HYPERLINK "http://www.rcampus.com/rubricshowc.cfm?code=J96236&sp=yes&" http://www.rcampus.com/rubricshowc.cfm?code=J96236&sp=yes& Jones, S. (n.d.) Using reflection for assessment. Retrieved from The University of Iowa:  HYPERLINK "https://vp.studentlife.uiowa.edu/assets/Using-Reflection-for-Assessment.pdf" https://vp.studentlife.uiowa.edu/assets/Using-Reflection-for-Assessment.pdf Khan, A. Conder J. & Maslej M. (2015). Electronic Portfolio Assessment: Developing a Rubric for Student Evaluation in a Course Setting at the Undergraduate Level. Poster presented at the Society for Teaching and Learning in Higher Education conference. Vancouver, BC. Light, T. P. (n.d.). Waterloo Integrating ePortfolios Online Presentation. Retrieved from  HYPERLINK "https://learn.uwaterloo.ca/d2l/eP/presentations/presentation_preview_popup.d2l?presId=526565&pageId=847477&d2l_stateScopes=%7B1%3A%5B%27gridpagenum%27,%27search%27,%27pagenum%27%5D,2%3A%5B%27lcs%27%5D,3%3A%5B%27grid%27,%27pagesize%27,%27htmleditor%27,%27hpg%27%5D%7D&d2l_stateGroups=&d2l_statePageId=25&d2l_change=0&ou=6606" https://learn.uwaterloo.ca/d2l/eP/presentations/presentation_preview_popup.d2l?presId=526565&pageId=847477&d2l_stateScopes=%7B1%3A%5B%27gridpagenum%27,%27search%27,%27pagenum%27%5D,2%3A%5B%27lcs%27%5D,3%3A%5B%27grid%27,%27pagesize%27,%27htmleditor%27,%27hpg%27%5D%7D&d2l_stateGroups=&d2l_statePageId=25&d2l_change=0&ou=6606 Light, T. P., Chen, H. L., & Ittelson, J. C. (2011).Documenting learning with ePortfolios: A guide for college instructors.John Wiley & Sons. Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. Psychology Press. Chicago Reynolds, C. & Patton, J. (2014). Leveraging the ePortfolio for Integrative Learning. Sterling, VA: Stylus Publishing. Vandervelde, J. (2014). EPortfolio (Digital Portfolio) Rubric. Retrieved from University of Wisconsin Stout: https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html Wald, H. S., Borkan, J. M., Taylor, J. S., Anthony, D., & Reis, S. P. (2012). Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing. 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