Electronic Portfolio Scoring Rubric for Maryland Teacher Technology Standards

Exemplary (4)

/ Proficient (3) / developing (2) / novice (1) / score *

Organization

/ Organization is consistently clear, well thought out, and easy to navigate. All standards, evidence and reflections are labeled. / Organization is generally clear, understandable and easy to navigate. Most of the standards, evidence and reflections are labeled. / Organization has minor flaws and is fairly easy to navigate. Some of the standards, evidence and reflections are labeled. / Organization is flawed and difficult to follow. The standards, evidence and reflections are not labeled. / _____
Philosophy / The educational philosophy of the teacher is clearly described and includes considerable specific and appropriate support to justify beliefs. / The educational philosophy of the teacher is generally described and includes some specific and appropriate support to justify beliefs. / The educational philosophy of the teacher is generally described and includes at least some support to justify beliefs. The support may be partial and or overly general. / The educational philosophy of the teacher is unclear, incomprehensible, or contradictory and does not include support to justify beliefs. / _____

** Standard I

Information Access, Evaluation, Processing and Application / The evidence demonstrates the ability to thoroughly access and critically evaluate appropriate electronic resources related to a specific research topic. / The evidence demonstrates the ability to access and evaluate appropriate electronic resources related to a specific research topic. Most of the sources may not be appropriate or related to the research topic. / The evidence demonstrates the ability to access and evaluate appropriate electronic resources related to a specific research topic. Some of the sources may not be appropriate or related to the research topic. / The evidence is inconsistent in identifying the ability to access and evaluate appropriate electronic resources related to a specific research topic. Few to no sources may be appropriate or related to the research topic. / _____

* Score = 0 for missing or mislabeled components*

Exemplary (4)

/ Proficient (3) / developing (2) / novice (1) / score
Standard II
Communication
A
(Exchange information)
OR
/ The evidence demonstrates the ability to consistently use technology effectively and appropriately to exchange information. / The evidence demonstrates the ability to generally use technology effectively and appropriately to exchange information. In most exchanges the information is effective or appropriate. / The evidence demonstrates the ability to sometimes use technology effectively and appropriately to exchange information. In at least some of the exchanges the information is effective or appropriate. / The evidence demonstrates little or no ability to use technology effectively and appropriately to exchange information. Few to no exchanges have information that is effective or appropriate. / _____
Standard II
Communication
B
(Use a variety of formats) / The evidence consistently demonstrates the ability to select the appropriate technology to effectively communicate information in a variety of formats. / The evidence generally demonstrates the ability to select the appropriate technology to communicate information in a variety of formats. / The evidence sometimes demonstrates the ability to select a technology to generally communicate information in a variety of formats. / The evidence demonstrates little or no ability to select an appropriate technology to communicate information with a variety of formats. / _____

Standard III

Legal, Social, and Ethical Issues / The evidence demonstrates a thorough understanding of the legal, social and ethical issues related to technology use. Effective classroom policies and procedures are documented for a well managed safe and healthy environment for students. / The evidence demonstrates a general understanding of the legal, social and ethical issues related to technology use. Most classroom policies and procedures are documented to sufficiently manage a safe and healthy environment for students. / The evidence demonstrates some understanding of the legal, social and ethical issues related to technology use. Some effective classroom policies and procedures are documented to adequately manage a safe environment for students are documented. / The evidence demonstrates little or no understanding of the legal, social and ethical issues related to technology use. Few if any classroom policies and procedures are documented to manage a safe and healthy environment for students. / _____
Standard IV
Assessment for Administration and Instruction / The evidence demonstrates the ability to consistently research and analyze school performance data. Data results are consistently applied to solutions to establish goals for improving instructional practice. Appropriate technology is selected to share the data results and solutions. / The evidence demonstrates the ability to generally research and analyze school performance data. Data results are generally applied to solutions to establish goals for improving instructional practice. One goal may not establish a clear solution for improving instructional practice. Appropriate technology is selected to share the data results and solutions. / The evidence demonstrates the ability to sometimes research and provide some school performance data. Data results are sometimes applied, but may not be effective solutions for establishing goals to improve instructional practice. Technology is selected to share the data results and solutions but may not be appropriate. / The evidence demonstrates little or no ability to research and analyze school performance data. Data results may be applied, but may not be consistent or effective as solutions for establishing goals to improve instructional practice. Appropriate technology may not be selected to share the data results and solutions but may not be appropriate. / _____

Standard V

Integrating Technology into the Curriculum and Instruction / The evidence demonstrates substantial ability to thoroughly design, implement and assess learning experiences and consistently incorporates effective technology and teaching strategies in the student use of a curriculum-related instructional activity. / The evidence demonstrates general ability to clearly design, implement and assess learning experiences and often incorporates appropriate technology and teaching strategies in the student use of a curriculum-related instructional activity. One of the components in the design may not use appropriate technology or teaching strategies. / The evidence demonstrates at least some ability to design, implement and assess learning experiences and sometimes incorporates some appropriate technology and teaching strategies in the student use of a curriculum-related instructional activity. Two or more of the components in the design may not use the appropriate technology or teaching strategies. / The evidence demonstrates little or no ability to design, implement and assess learning experiences and rarely or never incorporates technology and teaching strategies in the student use of a curriculum-related instructional activity. Three or more of the components in the design may not use the appropriate technology or teaching strategies. / _____
Standard VI
Assistive Technology / The evidence consistently demonstrates that instruction is differentiated to meet the needs of diverse learners by applying and evaluating appropriate assistive technologies to enhance student learning performance. / The evidence generally demonstrates that instruction is differentiated to meet the needs of diverse learners by applying and evaluating appropriate assistive technology to the instructional process. One of the assistive technologies may not be appropriate to enhance student learning performance. / The evidence sometimes demonstrates that instruction is differentiated to meet the needs of diverse learners by applying and evaluating appropriate assistive technology to the instructional process. Two of the assistive technologies may not be appropriate to enhance student learning performance. / The evidence demonstrates little or no ability to identify instruction that is differentiated to meet the needs of diverse learners by applying and evaluating appropriate assistive technology to the instructional process. Three or more of the assistive technologies may not be appropriate to enhance student learning performance. / _____
Standard VII
Professional Growth / The evidence demonstrates the selection of a technology standard (local, state, or national) for professional growth in a professional development plan. All specific emerging technologies are identified and evaluated to improve teaching and learning. All specific resources and materials to support professional growth (e.g., professional literature, professional associations) in the identified standard. / The evidence demonstrates the selection of a technology standard (local, state, or national) for professional growth in a professional development plan. Most specific emerging technologies are identified and evaluated to improve teaching and learning. Most of the specific resources and materials support professional growth (e.g., professional literature, professional associations) in the identified standard. / The evidence demonstrates the selection of a technology standard (local, state, or national) for professional growth in a professional development plan. Some specific emerging technologies are identified but not clearly evaluated to improve teaching and learning. Some of the specific resources and materials support professional growth (e.g., professional literature, professional associations) in the identified standard. / The evidence demonstrated may or may not clearly identify one technology standard (local, state, or national) for professional growth in a professional development plan. Emerging technologies are identified but are not evaluated to improve teaching and learning. Little or no specific resources and materials support professional growth (e.g., professional literature, professional associations) in the identified standard, / _____

Exemplary (4)

/ Proficient (3) / developing (2) / novice (1) / score
Reflection Statements / Reflection statements are embedded within the corresponding evidence and consistently address well-developed and plausible:
(1) justifications for entries, (2) connections between the portfolio and philosophy, and (3) possible improvements for the future. / Reflection statements are embedded within the corresponding evidence, and generally address well-developed and plausible:
(1) justifications for entries, (2) connections between the portfolio and philosophy, and (3) possible improvements for the future. / Reflection statements are embedded within the corresponding evidence, and address somewhat well-developed and plausible:
(1) justifications for entries, (2) connections between the portfolio and philosophy, and (3) possible improvements for the future. / Reflection statements are embedded within the corresponding but there is little or no development and plausibility of:
(1) justifications for entries, (2) connections between the portfolio and philosophy, and (3) possible improvements for the future - or-
one of these characteristics may not be addressed. / _____
Mechanics
/ Consistently correct use of grammar, punctuation, word choice, spelling, and sentence formation. / Generally correct use of grammar, punctuation, word choice, and / or sentence formation;
Errors do not interfere with the reviewer’s ability to read the portfolio. / Only sometimes correct use of grammar, punctuation, word choice, spelling, and / or sentence formation; errors do not interfere with reading the portfolio. / Frequent errors in grammar, punctuation, word choice, spelling, and sentence formation and they may interfere with the reviewer’s ability to read the portfolio. / _____
Total Scores
/ _____ / _____ / _____ / _____ / _____

* Score = 0 for missing or mislabeled components* Portfolio Creator: ______

Portfolio Scorer: ______

Date: ______

1

March 2002, L. Neal

** Refers to the Maryland Teacher Technology Standards