Portfolio Evaluation

"I'm proud of my work! I even got a sticker!"

Below, you'll find a tool in the form of a rubric that will help to evaluate my Portfolio. It's in a very similar style to the rubric used for the actual course, Religious Education in Catholic Schools, Part 1. The reason for this is simple - someone or a group of people have taken a lot of time coming up with a system that works.  In fact, this appears to be the second version of the rubric and thus improvements have even be made over the first version.  I remember two very important points from my teaching training: 1) always reflect after each lesson and 2) there is no point in re-inventing the wheel. I keep those principals in the forefront of my mind and therefore have adapted the structure of the above-mentioned rubric in order that it fits with specifically evaluating a portfolio.

It can be used by simply highlighting or checking off the appropriate box for each category discussed. Please click the link below for the full version:
Portfolio Evaluation LINK 

                        Rubric for Assessing a Portfolio

	Excellent	Competent	Developing	Beginning
Knowledge and Understanding	On each page of the portfolio, the candidate has:
	Included all of the course assignments, linking them effectively to the OCT Standards and CGEs.	Included most of the course assignments, linking them effectively to the OCT Standards and CGEs.	Included most of the course assignments, linking them tenuously to the OCT Standards and CGEs.	Included some of the course assignments, linking them tenuously to the OCT Standards and CGEs.
	Reflected understanding of the course material in an exceptional way.	Reflected understanding of the course material in a competent way.	Reflected understanding of the course material in a good way.	Reflected understanding of the course material in a limited way.
Thinking	On each page of the portfolio, the candidate has:
	Clearly identified connections between Catholic Graduate Expectations and the Ontario College of Teachers Standards	Usually identified connections between Catholic Graduate Expectations and the Ontario College of Teachers Standards	identified connections between Catholic Graduate Expectations and the Ontario College of Teachers Standards that were tenuous	Made little connections between Catholic Graduate Expectations and the Ontario College of Teachers Standards
Communication	On each page of the portfolio, the candidate has:
	Communicated in a creative, appealing manner that was not only engaging but inspirational to other Catholic teachers.	Communicated in a somewhat creative manner that would be somewhat either engaging or inspirational to other Catholic teachers.	Communicated in a manner that is readable and understandable but with limited creativity.	Communicated the necessities only with no additional thought to engagement.
	Successfully communicated for a given audience and always conveyed a sense of purpose, making few grammatical or stylistic errors.	Effectively communicated for a given audience and usually conveyed a sense of purpose, making only minor grammatical or stylistic errors.	Appropriately communicated for a given audience and generally conveyed a sense of purpose, but made some grammatical or stylistic errors that sometimes interfered with communication.	Demonstrated limited communication skills where purpose and audience may have been unclear; made grammatical or stylistic errors that made understanding challenging.
Application	On each page of the portfolio, the candidate has:
	Made insightful connections beyond the course by drawing on personal experiences.	Made meaningful connections to the course by drawing on personal experiences.	Began to document connections made between the course content, and personal or professional experiences.	Had difficulty applying course concepts introduced to personal or professional experiences.
	In comparison to other candidates’ portfolios, made a large effort to produce a high-quality portfolio that is indicative of the high standards of Ontario Catholic teaching.	In comparison to other candidates’ portfolios, made an effort to produce a good-quality portfolio that is indicative of the high standards of Ontario Catholic teaching.	In comparison to other candidates’ portfolios, produced a satisfactory portfolio that shows learning in the subject matter.	In comparison to other candidates’ portfolios, produced a portfolio that shows little effort and learning in the subject matter

A+	·          All criteria at the excellent level.
A	·          5 or more criteria achieved at the excellent level with 2 or less at the competent level.   ·          No criteria at the beginning or developing level.
B+	·          5 or more criteria achieved at the competent level or above with 2 or less at the developing level. ·          No criteria can be at the beginning level
Unsatisfactory	·          Assignment does not meet the expectations for A+, A or B+.