In each category, readers will score the portfolio on the following scale:
Criteria for scoring are explained following each area below.
A. The current curriculum vita shows ability to communicate clearly and objectively
Score of 5: Key elements (education, accomplishments, experience, goals) all present
Record presented in verbs that clarify activity (not "ENG 101 teacher" but "Taught 6 sections of ENG 101 with 22 students each on average). Page formatting is clear and attractive. Thorough and detailed.
B. The current curriculum vita presents the unique student in an accurate and persuasive manner. The self-assessment statement presents a student who is unique and curious.
Score of 5: Presentation squares with the student's record as known by the readers.
Highlights the student's individual talents and strengths both by content and arrangement.
Details show significant progress toward goals and promise for future work/education.
References are listed and contact information given. Commentary evidences the student's intellectual curiosity.
C. The self-assessment statement portrays a student with a commitment to life-long learning
Score of 5: Goals include aims for further learning. Commentary indicates student went beyond the minimal class expectations Student measures his or her performance against examples of people who have continued to learn.
D. The self-assessment statement portrays a student with an ability to connect academic and ethical concerns
Score of 5: Student alludes to work that connects ethical concerns with texts and course work. Samples of work offer examples of connecting academic assignments and ethical concerns. Commentary evidences passions for justice, fairness, and integrity.
E. The self-assessment statement presents an individual of integrity seeking to play a role in intellectual and community forums
Score of 5: Commentary evidences forums (conferences, visiting speakers and writers) in which the student has participated. Papers indicate the contribution the student is making to the "conversation" documented in its citations. Student chronicles any community (academic, local) involvement in which he or she may have engaged.
F. The statement of teaching strategy, goals, philosophy, and accomplishments incorporates the student's literary knowledge, critical ability, and acquaintance with appropriate rhetorical, research, and critical practice and terminology.
Score of 5: Course descriptions (syllabi) evidence application to course materials of the pertinent literary, critical or rhetorical terminologies and points of view
Course assignments seem useful in inculcating in students the pertinent literary, critical or rhetorical terminologies and points of view.
Course assessment measures students' acquisition of appropriate facility with students the pertinent literary, critical or rhetorical terminologies and points of view.
G. The statement of teaching strategy, goals, philosophy, and accomplishments shows creative assignments and an engaging and nurturing pedagogy.
Score of 5: Assignments provide rationales for the exercises called for. Assignments show some originality in their formulation. Assignments are clear in terms of means and objectives. Assignments indicate the standards by which they will be assessed.
H. The statement of teaching strategy, goals, philosophy, and accomplishments embodies accurate understanding of the courses taught and their place in the curriculum;
Score of 5: Syllabi materials and assignments are in keeping with the definition of the course. Course goals show attention to relating knowledge to other disciplines. Level of instruction is appropriate; capitalize on previous learning and skills and lead to those at the next level of instruction.
I. The statistical scanning sheets for student evaluation of courses (and, as an option, any written student remarks) and the statement of teaching strategy, goals, philosophy, and accomplishments indicate that the teacher's and the students' perceptions of the classroom experience are similar
Score of 5: Students apprehended the stated nature and goals of the course. Teacher and students share a common sense of the progress made toward the course goals. Both teacher and students commonly understand the rationale for assignments and assessment measures.
J. Participation in scholarly, creative, and/or service activities (such as conferences, presentations/readings, publications, community service)--active engagement in the profession--willingness to contribute to the profession, the literature of the field, and the greater public.
Score of 5: Student has presented or provided service for appropriate forums. Student has attended lectures or readings by visiting scholars and writers or by fellow students and local faculty. Student has filed necessary forms in a timely manner. Self-assessment shows student measuring himself or herself by professional standards.
Previous Instrument, Replaced Fall 2006