ePortfolio rubric
Rubric for the Best Eastern ePortfolio 2011
Please copy this form into your own electronic portfolio, complete it there, and send the URL of the completed form to Dr. Stoloff at stoloffd@easternct.edu by Thursday, April 28, 2011 for consideration in the Best Eastern ePortfolio 2011 competition.
Up to twenty ePortfolios will be selected for showcasing on Wednesday, May 4, 2011, 2 – 4 pm, in the Library Users’ Education Room, LIB 263.
Will you be able to attend? ____x______ YES ____________ NO
Name A.J. Tallo
URL of this rubric score sheet – http://stolofd.wordpress.com/eportfolio-rubric/
URL of the homepage of your ePortfolio – https://ajtallo.wordpress.com/
Your email address talloa@my.easternct.edu
____ I live on campus in __________ (which hall?)
__x__ I am a commuter
Please refer to the AAC&U ‘s Integrative Learning VALUE Rubric* for details on the rubric. The evaluator will review the links that you list here as evidence of fulfilling the elements of the rubric and rate each element using this score –
4 = capstone, 3 = high milestone, 2 = milestone, 1 = benchmark, 0 = not evident.
One may list 1 or more URLs for websites that would display the rubric’s elements. The maximum score might be 20 points for the entire rubric scoring. Consider this rubric form as a table of contents or ways of demonstrating competency in your ePortfolio.
1) Connections to Experience – (Experience) – Connects relevant experience and academic knowledge (capstone – “Meaningfully synthesizes connections among experiences outside of the formal classroom (including life experiences and academic experiences such as internships and travel abroad) to deepen understanding of fields of study and to broaden own points of view.”)
SP 3.2 Objective: students develop a sense of empowerment, ownership of the learning process and deepen understanding regarding the opportunities for meaningful learning outside the traditional classroom setting.
There is room to include the objectives of other strategic initiatives here.
For example, one may list webpages that document community service and service learning as related to coursework, participation in university clubs and other associations, and professional activities, ….
Description of Evidence
Format: List name (date created). Title of webpage. Retrieved from http://
and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.
For example,
Stoloff, D.L. (February 25, 2011). ePortfolio rubric. Retrieved from http://stolofd.wordpress.com/eportfolio-rubric/.
This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.
1.
2.
3.
4.
…. One may list more than four documents.
2) Connections to Discipline (Academic Portfolio) – Sees (makes) connections across disciplines, perspectives. “Independently creates wholes out of multiple parts (synthesizes) or draws conclusions by combining examples, facts, or theories from more than one field of study or perspective.”
SP 3.2 Objective: Students will document the full range of his or her learning experiences (including experiential learning)
For example, essays developed in liberal arts courses that combines understanding from multiple discipline, research projects that relied on knowledge from several courses, mixed media projects, …
Description of Evidence
Format: List name (date created). Title of webpage. Retrieved from http://
and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.
For example,
Stoloff, D.L. (February 25, 2011). ePortfolio rubric. Retrieved from http://stolofd.wordpress.com/eportfolio-rubric/.
This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.
1.
2.
3.
4.
…. One may list more than four documents.
3) Transfer (Applications) – “Adapts and applies, independently, skills, abilities, theories, or methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways.”
SP 3.2 Objective: Job and graduate school placement will be assisted by electronic portfolios.
For example, independent study projects, student-lead initiatives, showcasing skills for employment, …
Description of Evidence
Format: List name (date created). Title of webpage. Retrieved from http://
and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.
For example,
Stoloff, D.L. (February 25, 2011). ePortfolio rubric. Retrieved from http://stolofd.wordpress.com/eportfolio-rubric/.
This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.
1.
2.
3.
4.
…. One may list more than four documents.
4) Integrated Communication (Design) – uses a format, language, or graph (or other visual representation) in ways that enhance meaning. “Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) in ways that enhance meaning, making clear the interdependence of language and meaning, thought, and expression.”
SP 3.2 Objective: students learn to organize learning artifacts in ways that reinforce skills and knowledge and assist them in integrating and synthesizing learning from various contexts.
For example, uses of language, visual design – clarity of layout and presentation, video, and graphic tools … to convey meaning.
Description of Evidence
Format: List name (date created). Title of webpage. Retrieved from http://
and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.
For example,
Stoloff, D.L. (February 25, 2011). ePortfolio rubric. Retrieved from http://stolofd.wordpress.com/eportfolio-rubric/.
This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.
1.
2.
3.
4.
…. One may list more than four documents.
5) Reflection and Self-Assessment (Reflections) – Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self-assessment, reflective, or creative work). “Envisions a future self (and possibly makes plans that build on past experiences that have occurred across multiple and diverse contexts).”
SP 3.2 Objective: Habits of self-assessment and lifelong learning will be improved with a process through which students record and reflect on their academic and professional accomplishments
SP 3.2 objective: Students will demonstrate the skills of a reflective learner by identifying personal strengths and challenges, assessment of learning and setting goals for the future
For example, mission statement, clear statement of planning and goals, changes in perspectives throughout one’s studies, …
Description of Evidence
Format: List name (date created). Title of webpage. Retrieved from http://
and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.
For example,
Stoloff, D.L. (February 25, 2011). ePortfolio rubric. Retrieved from http://stolofd.wordpress.com/eportfolio-rubric/.
This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.
1.
2.
3.
4.
…. One may list more than four documents.
* Association of American Colleges and Universities (2011). Integrative Learning VALUE Rubric. Retrieved from http://www.aacu.org/value/rubrics/integrativelearning.cfm.
A.J. Tallo
International Cross Cultural Education
Essay 8 – Outcomes
Comparative Education and the research that goes along with it can be an influence on Educational Policy. A transition of a country can cause for this to occur. For example, in 1989 the Soviet Union collapsed. Democratic Republics like Romania, Czechoslovakia, Poland, Hungary, and Germany had peaceful revolutions that in turn enabled them to begin provision of things like education. However, this transition can have downsides. Problems can arise due to the sudden abandonment of traditions and policies. There are seven stages to the transformation: Initial shock, underestimation, depression, habituation, understanding, research for solutions, and finally end of transition. In the pre phase to this there is an ideological collapse. Shortly there after there was national elections as well as local elections. The final phases include Educational Legislation and Implementation at a school level. A Democratic government can very much aid education in a positive way as opposed to an Authoritarianism type. The new type of government will focus on diversity, decentralization, freedom, and inductive learning rather than control, conformity, centralization, and didactic learning. This is what Eastern European nation’s school systems developed into in the early 1990’s. Some countries did not go this route in reforming their education. While countries like Hungary implemented uncensored western textbooks, nations such as Germany and the Soviets stayed more on the side of a conformist. Countries should plan for post transition conflict in education. Some factors that come into play include acquiring human and physical resources needed to carry out the provisions. Also, the need to purge any of the teaching force whose political involvement goes against the new system. There is a need to push Democratic processes. And finally there is a need to create a climate where long-term reform is possible.
A.J. Tallo 