Content Not attempted Beginning Developing Competent Exemplary Content Includes 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. Artifacts Does 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 student’s 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 student’s 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 student’s 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 student’s knowledge of course concepts and showcase relevant skills and abilities. Context Does 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 Attempted Beginning Developing Competent Exemplary Clarity Does 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. Purpose Does 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 Attempted Beginning Developing Competent Exemplary Spelling and Grammar Always 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 copyright Does 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 readability Does 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 “no’s” in the Exemplary column as “virtually no”. Reflective thinking
Not Attempted Beginning Developing Competent Exemplary Analysis of Experience Does 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 Does not acknowledge values, beliefs, or preconceptions. Does not link experience to perception of others, and course concepts. Does not acknowledge uncertainty. Acknowledges few values, beliefs, or preconceptions. Links between experience, perception of others, and course concepts. Recognizes uncertainty. Acknowledges values, beliefs, and/or preconceptions. Somewhat links experience, perception of others, and course concepts. Describes uncertainty. Questions values, beliefs, and preconceptions. Explicitly links experience to 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 Process Does not describe learning experience. Describes learning experience. Describes learning experience with limited insight into how learning occurred. Examines learning experience to provide 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 attempted Beginning Developing Competent Exemplary
Alternate Perspectives Does 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 Solutions Does not provide ideas required by the assignment Somewhat 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 expectations Does 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