Not Yet Meeting Minimally Meeting Fully Meeting Exceeding

Expectations Expectations Expectations Expectations

E-Portfolio Content
Content - Content does not Content barely Content Content demonstrates
Links to demonstrate learning demonstrates demonstrates learning and links well
personal, and does not link well learning and only learning and often to all set goals.
professional, to any set goals. May sometimes links to links to set goals. Adequate and
and have a lack of content. any set goals. Good about of reasonable amount of
educational Amount of content content. content presented.
goals may be sparse.
Content - No demonstration of Content Content Content demonstrates
Links to learning, nor any demonstrates demonstrates learning and is well
Theory theoretical discourse at learning, and there learning, and there applied, evidenced and
all. are few links to are some links to referenced to
educational theory. educational theory. educational theory.
Content - Content demonstrates a Content Content Content demonstrates
Links to TQS lack of connections to demonstrates some demonstrates learning and goes well
competencies TQS competencies, or connections to TQS learning and most beyond TQS
to teaching in general. competencies. connections to TQS competencies.
competencies.
Formatting
Formatting - Web pages are in Web page has Web page has Web page is well
Web page disarray, formatting is content, but is just content, and is organized and pleasing
organization jumbled and chaotic, plopped onto the organized so that to the eye. Divisions
and this negatively website in no divisions are are well-positioned and
affects content. particular rhyme or generally labeled adequately labeled,
Multimedia is reason. Some and clear. Few titled, subtitled, or
inadequately uploaded/ divisions bleed into divisions bleed into defined.
pages are hidden. each other. each other.
Navigation Navigation is confusing Navigation Navigation works Navigation works well,
and many internal and generally works, but well, but it is not and it is clear on where
external links are some internal and clear on where to to proceed and how to
broken or lead to external links are proceed or how to get to related sites. All
erroneous sites. broken. get to related sites. links work and lead to
Some internal and intended content.
external links are
broken.
Artifacts
Reflective Artifacts and their Artifacts link to the Artifacts show a Artifacts show a well-
/deliberative explanations are devoid creator's documented documented
thought of any reflective experiences in the reflection and explanation, reflection
thinking or connections. MET, but reflections history of the and history of the
only tell about what creators' creators' development
was done in the development through the MET in a
MET, rather than through the MET in personal, academic,
show development a personal, and professional way.
or reflection in any academic, and
sufficient way. professional way.
Critical Lacks critical analysis Some evidence of Some evidence of Clear evidence of
analysis of MET material; too critical analysis of critical analysis of critical analysis of
long or too short in MET material, MET material, MET material,
length. Very limited in presented within presented within a presented within
its connections to somewhat reasonable length. reasonable length.
theory, and much more reasonable length. Sufficient critical Shows proficiency and
descriptive than Few connections to thinking. Sometimes well-crafted critical
 analytical.
Use of media
Relevance of There are no or few
media and internal links/ media
links that showcase evidence
of learning objectives.
External links lead to
irrelevant,
untrustworthy, or overly
commercialized
material.
Accessibility Strictly one-sided use
and diversity of media (eg: all text or
of media all video, or overuse of
external hyperlinking)
Language
Language - Language use
Conventions, demonstrates no
clarity and analysis of program
expressivenes learning, and is not
s of writing or expressive or clear.
audio-visual. Goals are stated, but are
too blunt or wordy, and
unclear. A lot of
mistakes in writing
conventions.
Language - Tone of language is not
Tone and professional, nor is it
Professionalis personal. The portfolio
m goes through the
motion of some criteria,
but is more attune to a
"data dump" than a
cohesive professional or
personal site.
Personal Identity
Personal Application of the
Identity - metaphor is labored and
Metaphor does not connect to site
content well, may be
inappropriate or
unprofessional.
Metaphor does not
mention or help create
the portfolio creator's
personality or identity.
theory, and connects theory to thinking, and connects
surface-level practice. theory to practice.
analysis.
Some internal links/ Most internal links/ All internal links/
media demonstrate media demonstrate media demonstrate
material pertinent to material pertinent to material pertinent to
learning objectives. learning objectives. learning objectives. All
Some external links Majority of external external links lead to
lead to relevant, links lead to relevant, trustworthy,
trustworthy, relevant, authoritative material.
authoritative trustworthy,
material. authoritative
material.
Few uses of other Increased diversity Uses and links to a
types of media other of audio, visual and variety of multimedia,
than one type. textual media, but both internal and
still mostly 1 type. external to the
portfolio.
Language use Language use is Language use is well
demonstrates some clear and thought out, clear and
analysis of program demonstrates concise, and
learning. Goals are analysis of program demonstrate deliberate
stated, but may be learning. Goals are and deep analysis of
wordy and unclear. stated, but may be program learning in an
Some mistakes in wordy. Few expressive way. Goals
writing conventions. mistakes in writing are stated and very
conventions. clear. Very minor
conventional mistakes,
if any.
Tone of language is Language tone, both Language use, both
too one-sided in its textual and textual and
tone (too personal audio-visual, are audio-visual, are
or too clinical). professional in tone. well-edited, as well as
Some personality of personal and
the creator is professional in tone
present. Can be vice and presentation.
versa: mostly Personal expression
personal with some assists in the
glimpse into the professionalism of the
creator's portfolio.
professional life.
Application of the Application of the Learning metaphor
metaphor is metaphor connects compliments site
somewhat labored to site content, and content appropriately,
and inconsistently develops the is personal and
connects to site creator's identity. unlabored. It augments
content. Assists in Assists in describing or assists to concretize
describing abstract abstract educational abstract educational
educational concepts. concepts.
concepts and the
creator's personal
identity, but in a
 surface-level way.

Personal Landing page is devoid Landing page and is Landing page and is Landing page includes
Identity - of any hook and is created, and its created, and its a 1 minute me, or
Website hook/ confusing. It looks drab purpose is clear, but purpose is clear. similar hook that is
landing page and uninteresting. A lacks personality. There may be a catchy to the viewer. It
viewer cannot decipher simple hook. has a quick, concise
who or what the and interesting spin. It
website showcases. showcases the
portfolio's personality
and purpose almost
instantly. It is
multimodal.