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Appendix E
Sample Scoring Rubrics
Level I Credential: Portfolio Guidelines
Sample Scoring Rubric for Scoring Contents of Summative Portfolio
Scoring Rubrics
Below are sample scoring rubrics that might be used to give scores on the portfolio after the presentation. Other types of documents that might be used to
evaluate portfolios are have been included in Chapter 4, Table 4.7, Sample Rubric for Teaching Credential Candidates
Sample Portfolio Guidelines
Elementary Credential
Level I Credential: Portfolio Guidelines
Division of Curriculum and Instruction
Standard/TPE Unsatisfactory Meets Standard Exceeds Standard
Personal Information Portfolio does not Portfolio includes a vitae/resume with Portfolio includes a vitae/resume with contact
include one of the contact information, employment information, employment objective,
following: candidate’s objective, certification, and references. certification, and references. Includes
vitae/resume, Includes Autobiography stating personal Autobiography stating personal background,
autobiography, background, work experience, motivation work experience, motivation for teaching, long-
philosophy or diversity for teaching, long-term goals. Philosophy term goals, and areas where candidate is
statement. Documents of education and Diversity statements exceptional. Philosophy of education and
contain numerous reflect consistency with the conceptual Diversity statements are well written, display
grammatical and/or framework/mission of the CSULA CCOE. rich and authentic sentiments, a clear sense of
spelling errors. Documents are free of major grammatical a personal mission, and reflect consistency
and/or spelling errors. with the conceptual framework/mission of the
CCOE.
Making Subject Matter Portfolio lacks one or Portfolio includes evidence of planning for Portfolio includes evidence of planning for each
Comprehensible (St 3, more of the each subject matter (math, science, social subject matter (math, science, social studies,
TPE 1) requirements to meet studies, reading, language arts) from reading, language arts, Art, PE) from
the standard. previously within the program or currently previously within the program or currently in
in DT. Planning reflects an understanding DT. Planning reflects the use of formats that
of which planning and teaching formats are best suited to each subject area. Planning
are best suited to each subject area. reflects candidate’s ability to tailor subject
Planning reflects candidate’s ability to matter to students of varying abilities and
tailor subject matter to students of varying needs. Candidate demonstrates an advanced
abilities and needs. ability to make lateral connections among
content areas and uses a wide range of
teaching models.
Standard/TPE Unsatisfactory Meets Standard Exceeds Standard
Assessing Student Portfolio lacks one or Section includes a literacy assessment, Section includes a literacy assessment, and
Learning (St. 5, TPE 2 more of the and 2 assessments from program exemplary level assessments from program
and 3) requirements to meet developed units. Includes one authentic developed units. Includes one authentic
the standard. assessment rubric. Includes student work assessment rubric. Includes student work
samples with comments. Includes lesson samples with comments showing how
modifications that reflect use of assessment feedback was used in teaching.
assessment data in DT. Includes lesson modifications that reflect a
systematic use of assessment data in DT.
Assessments reflect an advanced level of skill
in matching methods with learning outcomes.
Engaging and Portfolio lacks one or Portfolio includes evidence of the use of Portfolio includes evidence of the use of state
Supporting Students in more of the state standards. Includes case studies of standards. Includes case studies of students.
Learning (St 1, TPEs requirements to meet students. Includes evidence of the effort Includes evidence of the effective use of
4,5,6 and 7) the standard. to use multiple teaching strategies to multiple teaching strategies to meet the needs
meet the needs of diverse learners. of diverse learners, and evidence the strategies
Demonstrates the use of effective SDAIE were successful. Demonstrates the use of
and inclusion strategies. effective SDAIE and other inclusion strategies.
Includes evidence of use of learning centers
and instructional technology to assist in learner
success.
Planning Instruction Portfolio lacks one or Section includes literacy case study, Section includes literacy case study, journaling
(St. 4, TPEs 8 and 9) more of the journaling of analysis of student in of analysis of student in fieldwork. Section
requirements to meet fieldwork. Section includes ISP, 1 other includes ISP and 1 or more exemplary thematic
the standard. thematic unit, and examples of well- units, examples of well-designed lesson plans.
designed lesson plans. Section includes Section includes successfully taught lessons
lesson and long-term planning including and well-organized long-term planning
lateral/thematic teaching from directed including lateral/thematic teaching from
teaching. directed teaching. In addition, evidence of
lesson and unit success is included.
Creating and Portfolio lacks one or Portfolio includes a satisfactory CMP. Portfolio includes an exceptional CMP. CMP
Maintaining Effective more of the Section includes evidence candidate has been revised at least once since beginning
Environments for requirements to meet created an effective learning environment. of program. Section includes evidence
Student Learning (St 2, the standard. Section includes evidence candidate candidate created an effective learning
Standard/TPE Unsatisfactory Meets Standard Exceeds Standard
TPEs 10 and 11) attempted to meet the needs of the environment. Section includes evidence
diverse range of their students’ needs. candidate demonstrated success in meeting
Evidence of management of instructional the needs of the diverse range of their
time. students’. Evidence of management of
instructional time.
Developing as a Little or no evidence of Portfolio includes evidence of progress in Portfolio includes extensive evidence of
Professional (St. 6, effort towards the area of professional development progress in the area of professional
TPEs 12 and 13 professional including, workshops attended, faculty development including, workshops attended,
development. meetings or in-services attended, awards faculty meetings or in-services attended,
from professional groups, professional awards from professional groups, professional
organizational memberships. Evidence of organizational memberships, and Clear goals
collaboration with mentor teacher(s) for future professional development is evident.
and/or peers. Evidence of collaboration with mentor
teacher(s) and/or peers.
Community Little or no evidence Portfolio includes evidence of Portfolio includes extensive evidence of
Involvement candidate has made collaboration with community and/or collaboration with community and/or parents. In
efforts to build parents. In program-based fieldwork, program-based fieldwork, previous experience
relationships or previous experience in schools, or in DT, in schools, or in DT, candidate demonstrates
communicate with candidate demonstrates a willingness to successful communication with parents, and
parents or community. communicate with parents and/or invest in service and collaboration with one or more
the school community. school community.
Effective Use of Little or no Portfolio includes some evidence that the Portfolio includes extensive evidence that the
Technology demonstration of the candidate uses technology to promote candidate uses technology to promote learner
use of technology used learner success, organization of success, organization of materials/content, and
in teaching or planning. materials/content, and access the larger access the larger educational community.
Proficiency in applied educational community. Includes software Portfolio shows evidence f of a mastery level
use of technology is not or website evaluation, newsletter or ability with technological applications and the
evident. parent letter using desktop publishing. evidence that those skills have translated into
Proficiency in the use of word processing, improved planning, teaching and student
hypermedia, and internet is evident. achievement. Includes software or website
evaluation, newsletter or parent letter using
desktop publishing. Proficiency in the use of
word processing, hypermedia, and internet is
Standard/TPE Unsatisfactory Meets Standard Exceeds Standard
evident.
Reflections Some or all sections Each section includes reflection that Each section includes a reflection that explains
lack reflection, or explains the contents of the section, and the contents of the section, and offers some
reflection is extremely offers some self-assessment and areas self-assessment necessary areas of
minimal. for future growth and improvement. improvement and directions for future growth.
Each piece of content is explained. Notes are
used to help reader interpret contents.
Supporting Exams or transcripts Exam scores are included (including Exam scores are included (including CBEST,
Documentation are missing. CBEST, CSET, RICA, MSAT, if CSET, RICA, MSAT, if applicable). Directed
applicable). Directed Teaching Teaching Evaluations are included. Several
Evaluations are included. Letters of letters of reference are included.
reference are included.
Source: California State University, Los Angeles Charter College of Education
Sample Scoring Rubric for Scoring Contents of Summative Portfolio
This rubric would be used for a portfolio that has contents that were previously assessed using scoring rubrics. This rubric could be
used to assess the completeness of the contents.
Candidate Name:
Date: Instructor:
Below Standard x Meets Standard x Above Standard x
Some required documents are Includes all required documents: Includes all required documents:
missing: (Check missing Table of Contents Table of Contents
documents) Sufficient Sufficient or above
Table of Contents Introduction/Executive Introduction/Executive
Introduction/Executive Summary Page Summary Page
Summary Page Sufficient Vision Statement Ample Vision Statement
Limited Vision Statement Required documents (Resume, Required documents (Resume,
Missing required documents Letters of Reference, Letters of Reference,
(Resume, Letters of Reference, Certificates and Credentials, Certificates and Credentials,
Certificates and Credentials, Transcripts) Transcripts)
Transcripts) Introduction to each standard Introduction to each standard
Introduction to each standard that includes sufficient that includes rationale for
that includes little or no rationale for evidences and evidences and reflection of
rationale for evidences and reflection of growth towards growth towards competency on
reflection of growth towards competency on that standard that standard
competency on that standard Sufficient demonstration of Consistently demonstrates
Demonstration of Competence Competence in required more than sufficient growth of
in required standards and standards and reflects XXX Competence in required
reflects XXX College of College of Education and standards and reflects XXX
Education and XXXX Program XXXX Program guiding College of Education and
Below Standard x Meets Standard x Above Standard x
guiding principles and core principles and core values XXXX Program guiding
values Adequate evidences for the principles and core values
Evidences for the growth in the growth in the required More than required evidences
program standards for the growth in the required
Follows Reflection Essay Organized and easy to find standards
Guidelines documents Outstanding organization with
Follows Reflection Essay easy to find documents
Documents are below standards Guidelines. Reflection Essay follows
required of the class/program: guidelines and demonstrates
(List required documents and the highest level of reflective
explanation) thinking (See Chapter 3)
Portfolio is uniquely prepared
Reflection Essay demonstrates
above standards
Comments: Comments: Comments:
above standards
Comments: Comments: Comments:
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