5: Engage in meaningful outcomes-based assessment of collaboratively designed student learning and development programs and initiatives All relevant artifacts clearly identify and describe achievement of this outcome. Most of the relevant artifacts clearly identify and describe achievement of this outcome. A few relevant artifacts clearly identify and describe achievement of this outcome. No relevant artifacts clearly identify and describe achievement of this outcome. 6: Apply research to practice in order to advance access, equity, and student success All relevant artifacts clearly identify and describe achievement of this outcome. Most of the relevant artifacts clearly identify and describe achievement of this outcome. A few relevant artifacts clearly identify and describe achievement of this outcome. No relevant artifacts clearly identify and describe achievement of this outcome. 7: Communicate ideas and concepts effectively All relevant artifacts clearly identify and describe achievement of this outcome. Most of the relevant artifacts clearly identify and describe achievement of this outcome. A few relevant artifacts clearly identify and describe achievement of this outcome. No relevant artifacts clearly identify and describe achievement of this outcome. 8: Work collaboratively with diverse group members in diverse settings All relevant artifacts clearly identify and describe achievement of this outcome. Most of the relevant artifacts clearly identify and describe achievement of this outcome. A few relevant artifacts clearly identify and describe achievement of this outcome. No relevant artifacts clearly identify and describe achievement of this outcome. II. Reflection Criteria Advanced 3 Proficient 2 Emerging 1 Not Met 0 Alignment All reflections clearly identify and describe achievement of student’s goals and relevant program student learning outcomes (or lack thereof). Most of the reflections identify and describe student’s goals and relevant program student learning outcomes. A few reflections identify and describe student’s goals and relevant program student learning outcomes. No reflections identify and describe student’s goals and relevant program student learning outcomes.
their immediate post-graduation plans. their immediate post-graduation plans. plans are marginally connected. plans are unclear are not connected. Student portrays an excellent of personal strengths and weaknesses. Student portrays accurate consideration of personal strengths and weaknesses. Student portrays somewhat superficial consideration of personal strengths and weaknesses. Student portrays lack of interest in personal strengths and weaknesses. Comments III. Portfolio Delivery Advanced 3 Proficient 2 Emerging 1 Not Met 0 of Navigation of Written Portfolio Portfolio is organized in accordance to instructions and is easy to navigate. Portfolio is mostly organized in accordance to instructions, except for a few parts. Portfolio is mostly easy to navigate. Portfolio is not organized in accordance to instructions, except for a few sections. Portfolio is difficult to navigate, but possible. Portfolio is not organized in accordance to instructions. Portfolio is impossible to navigate. Writing Mechanics The text has no errors in grammar, capitalization, punctuation, and spelling. APA formatting guidelines are consistently applied. The text has a few errors in grammar, capitalization, punctuation, and spelling that require minor editing and revision. There are some minor errors in APA formatting. The text has several noticeable errors in grammar, capitalization, punctuation, spelling, and/or APA formatting. Major editing and revision are needed. Major editing and revision are needed. Noticeable errors in grammar, capitalization, punctuation, spelling, and/or APA formatting are found throughout the portfolio. Oral Presentation Delivery Mechanics Presentation was very organized, engaging, and delivered professionally. PowerPoint or other visual aids are well integrated into Presentation mostly was organized, engaging, and professional. PowerPoint or other visual aids are used appropriately Presentation was effective but could be improved with respect to organization, engagement, or PowerPoint Presentation was ineffective overall. Significant improvement in organization, delivery, and professionalism is needed.
the presentation and facilitate (rather than dominate) the delivery of content. and facilitate (rather than dominate) the delivery of content. or other visual aids could have been better integrated into the presentation. PowerPoint and other visual aids were poorly integrated into the presentation. Oral Presentation Delivery Style Student consistently appeared extremely poised and confident during the presentation. Student appeared poised and confident during the presentation. At times during the presentation, student appeared to lack poise and confidence. Student clearly lacked poise and confidence during the presentation. Responses to Committee’s Questions Student’s responses to questions were very thoughtful and meaningful. Student answered the committee members’ questions confidently, accurately, and with poise and humility, yet with empowerment. Student’s responses to questions were thoughtful and meaningful. Student mostly answered the committee members’ questions confidently, accurately, and with poise and humility, yet with empowerment. Student’s responses to some of the questions lacked depth. Student showed very little ability to answer the committee members’ questions confidently, accurately, and with poise and humility, yet with empowerment. Student showed no ability to answer the committee members’ questions confidently, meaningfully, accurately, and with poise and humility, yet with empowerment. Comments IV. Outcome and Feedback Pass Pass With Revisions No Pass Outcome of Portfolio Defense Required Revisions (if applicable)