University of Saint Louis

GRADUATE SCHOOL
Instructional Design Evaluation
Learning Portfolio Rubric

Excellent (3) Fair (2) Poor (1)

 Learning Plan requires  Learning Portfolio requires  Learning Portfolio requires
students to interpret, evaluate, students to analyze and apply students to define, identify,
theorize and/or synthesize information, solve problems, describe, and/or summarize.
information. and/or make conclusions. Very little higher-level
 Targeted learning outcomes  Targeted learning outcomes thinking required.
are clearly defined, well- are defined and moderately  Targeted learning outcomes
articulated, and supported by supported by the Essential and are vague and not clearly
Student Learning

the CFQs Unit Questions. supported by the Essential

(30 points)

 All learning outcomes clearly  Student samples moderately and Unit Questions.
align with the Basic Education address the Essential  Student samples do not
Curriculum competencies of Question. address the Essential Question
the subject area(s).  Some learning outcomes align in a meaningful way.
 Learning Plan has well- with the Basic Education  Relationship between
defined accommodations to Curriculum competencies of learning outcomes and the
support a diversity of learners. the subject area(s). Basic Education Curriculum
 Learning Portfolio offers competencies is unclear.
minimal accommodations to  Learning Portfolio does not
support a diversity of learners. accommodate a diversity of
learners.
 Proposed technology use is  Proposed technology use is  Proposed technology is not
engaging, age appropriate, engaging and age appropriate, age appropriate, or engaging,
beneficial to student learning, but it is unclear as to how it and does not enhance student
and supportive of higher-level enhances student learning. learning.
Integration of Technology

thinking skills.  Technology is important, but  Importance of technology to

 Technology is integral to the not integral, to the Learning the Learning Portfolio is
(25 points)

success of the Learning Plan. Portfolio. unclear.

 A clear relationship between  A limited relationship between  No relationship between the
the use of technology and the use of technology and use of technology and student
student learning is exhibited. student learning is exhibited learning is exhibited by the
 Use of technology enhances by the student samples. student samples.
the Learning plan by using the  Use of technology is limited to  Learning Portfolio does not
computer as a research tool, a using the computer as a take advantage of research,
publishing tool, and a research tool, a publishing publishing, and
communication device. tool, or a communication communication capabilities.
device.
 Learning Plan is a well-  Learning Portfolio is an  Learning Portfolio lacks
developed guideline for adequate guide for clarity and is not an effective
implementation. implementation, but some guide for implementation.
 
Implementation

Learning Plan components areas are unclear. Learning Portfolio


(20 Points)

are well-developed models Learning Portfolio components are incomplete

for project implementation. components are complete, or unclear models for project
 Learning Plan can be easily but lack detail to be effective implementation.
modified and implemented in models for project  Learning Portfolio is limited
a variety of classrooms. implementation. to the teacher’s own
 Learning Portfolio might be classroom implementation.
applicable to other
classrooms.
 Instrument(s) for authentic  Instrument(s) for assessment  Instrument(s) for assessment
assessment of all targeted of most targeted outcomes of targeted outcomes are not
Student Assessment

outcomes are included. are included. included or the assessment(s)

and Evaluation

 A clear relationship is evident  Some relationship is evident do not match the targeted
(25 Points)

between learning outcomes between learning outcomes outcomes.

and assessment of student and assessment.  Relationship between
learning.  Assessment tools contain outcomes and assessment is
 Assessment tools contain some topic-specific criteria, unclear.
topic-specific criteria in order but may be unclear to  Assessment tools contain only
to serve as a helpful scaffold students. general criteria.
for students.