Nebraska Wesleyan University
Masters of Education
E-Portfolio Assessment Rubric
Section I: Organization and Design
Description: How intuitive is it to locate materials in the portfolio, table of contents included to aid in navigation, links to artifacts
work, use of relevant items that are grouped coherently
Criteria Beginning Developing Proficient Exemplary
The portfolio is The portfolio is The showcase is very
unorganized and The portfolio is organized and is organized and is easy to
difficult to navigate. unorganized. Some of somewhat easy to navigate. The items
Items included do not the items included relate navigate. Most of the included are focused on
Design relate to the overall goal to the overall goal of the items included address addressing the overall
of the portfolio to portfolio to showcase the overall goal of the goal of the portfolio to
showcase the student the student work portfolio to showcase showcase the student
work the student work work.
Communicates ideas in Communicates ideas in Communicates ideas in Communicates ideas in
Clarity a way that is unclear a way that is sometimes a way that is mostly a way that is clear and
and wordy. unclear and wordy. clear and concise. concise.
States argument
States argument States argument clearly
Purpose unclearly.
inconsistently or States argument clearly.
and complexly.
sometimes unclearly.
Structures ideas in a
Coherence Structures ideas in an
somewhat unconnected
Connects ideas in a way Connects ideas in a way
unconnected manner. that is mostly organized that is organized and
manner. Logic is
Logic is unclear. and logical. logical.
unorganized.
The navigation links are
somewhat confusing,
The navigation links are The navigation links are
and it is often unclear The navigation links
confusing, and it is intuitive. The various
how to locate an artifact generally function well,
difficult to locate parts of the portfolio are
or move to related pages but it is not always clear
artifacts and move to labeled, clearly
or a different section. how to locate an artifact
related pages or a organized and allow the
Some of the pages or move to related pages
different section. There reader to easily locate
connect to the or different section.
are significant problems an artifact and move to
Navigation with pages connecting
navigation menu, but in Most of the pages
related pages or a
other places the links do connect to the
to preceding pages or different section. All
not connect to preceding navigation menu. Most
the navigation menu. pages connect to the
pages or to the of the external links
Many of the external navigation menu, and all
navigation menu. Some connect to the
links do not connect to external links connect to
of the external links do appropriate website or
the appropriate website the appropriate website
not connect to the file.
or file. or file.
appropriate website or
file.
The eportfolio is
The portfolio is often The eportfolio is
difficult to read due to The eportfolio is easy to
difficult to read due to generally easy to read.
inappropriate use of read. Fonts and type
inappropriate use of Fonts and type size vary
Layout fonts, type size for
fonts and type size for appropriately for
size vary appropriately
headings, sub-headings for headings, sub-
headings, sub-headings, headings, sub-headings
and text and font styles headings and text.
text or long paragraphs. and text.
(italic, bold, underline).
Section II: Content of Portfolio – Artifacts
Description: Content items, or artifacts, can include papers (writing), images, audio clips, videos, other documents, etc.
Criteria Beginning Developing Proficient Exemplary
All artifacts and work
samples are clearly and
The artifacts and work Some of the artifacts Most artifacts and work
directly related to the
Selection of samples do not relate to and work samples are samples are related to
purpose of the
Artifacts the purpose of the related to the purpose of the purpose of the
eportfolio. A wide
eportfolio. the eportfolio. eportfolio.
variety of artifacts is
included.
Includes artifacts in Includes artifacts in a Includes a variety of
Includes artifacts in
only one media format. few media formats. artifacts in different
limited media formats.
Artifacts are not related Artifacts are generally media formats. Artifacts
Some artifacts are
to purpose of ePortfolio appropriate, effective are appropriate,
inappropriate or
and are inappropriate/ and enhance portfolio effective and enhance
distracting.
Artifacts distracting. Most
Some artifacts illustrate
experience. ePortfolio.
artifacts do not illustrate Most artifacts illustrate Artifacts illustrate
student’s knowledge of
student’s knowledge of student’s knowledge of student’s knowledge of
course concepts and/or
course concepts and/or course concepts and/or course concepts and
showcase relevant skills
showcase relevant skills showcase relevant skills showcase relevant skills
and abilities.
and abilities. and abilities. and abilities.
No images, media or Some of the images, Most images, media or All images, media or
text created by others media or text created by text created by others text created by others
Citations are cited with accurate, others are not cited with are cited with accurate, are cited with accurate,
properly formatted accurate, properly properly formatted properly formatted
citations. formatted citations. citations. citations.
Describes few artifacts. Describes some Clearly and concisely Clearly and concisely
Does not explain artifacts. Explains some describes most artifacts. describes all artifacts.
Context artifacts’ relevance to artifacts’ relevance to Explains most artifacts’ Explains all artifacts’
the concepts in the concepts in relevance to the relevance to the
ePortfolio. ePortfolio. concepts in ePortfolio. concepts in ePortfolio.
Section III: Writing and Communication
Description: Vocabulary, sentence structure, organization, correct grammar, etc.
Criteria Beginning Developing Proficient Exemplary
There are more than six There are four or more There are a few errors in
errors in grammar, errors in grammar, grammar, capitalization, There are no errors in
Spelling and capitalization, capitalization, punctuation, and grammar, capitalization,
Grammar punctuation, and punctuation, and spelling. These require punctuation, and
spelling requiring major spelling requiring minor editing and spelling.
editing and revision. editing and revision. revision.
Often conveys meaning Sometimes conveys Often conveys meaning Always conveys
unclearly due to many meaning unclearly due clearly, with few meaning clearly, with
Clarity grammar and/or spelling to grammatical or grammatical or spelling no grammatical or
errors. spelling errors. errors. spelling errors.
Does not include
Has many citation and Has few citation and Has no citation or
Citations complete citations and
bibliographic errors. bibliographic errors. bibliographic errors.
bibliography.
Uses text style (size, Uses text style (size, Uses text style (size,
Uses text style (size,
font, effects) and font, effects) and font, effects) and
font, effects) that always
Layout and placement of artifacts placement of artifacts placement of artifacts
facilitates the readers’
Readability that inhibit the readers’ that often inhibits the that often facilitates the
accessibility to the
accessibility to the readers’ accessibility to readers’ accessibility to
content.
content. the content. the content.
Section IV: Reflective and Critique
Description: Describes professional growth over time in knowledge and skill linking accomplishments and portfolio artifacts to
course, program and/or personal goals. Reflections include a critique of own work and offers constructive, practical alternatives for
continued growth.
Criteria Beginning Developing Proficient Exemplary
Provides in-depth
Describes experience Provides interpretation
interpretation and
and provides limited and insight into
insight into experience.
Analysis of Describes experience.
insight and experience. Identifies
Integrates multiple
Experience interpretation. alternative viewpoints
alternative viewpoints
and contextualizes
and contextualizes
experience.
experience.
Questions values,
beliefs, and
Acknowledges values, Questions values,
Acknowledges few preconceptions and as a
beliefs, and/or beliefs, and
values, beliefs, or result, develops and
preconceptions. preconceptions.
preconceptions. Links articulates new
Somewhat links Explicitly links
Critical Self- between experience, perspectives. Applies
experience, self- experience to self-
Awareness self-concept, perception experience to question
concept, perception of concept, perception of
of others, and course self-concept, perception
others, and course others, and course
concepts. Recognizes of others, and course
concepts. Describes concepts. Examines
uncertainty. concepts. Critically
uncertainty. uncertainty.
engages and questions
uncertainty.
Analyzes learning
Describes learning Examines learning experience to provide
Reflection on Describes learning experience with limited experience to provide in-depth insight into
Learning Process experience. insight into how in-depth insight into how learning occurred
learning occurred. how learning occurred. and how it transformed
previous knowledge.
References
American Association of Colleges and Universities (2009). VALUE Rubrics. Retrieved from https://www.aacu.org/value/rubrics
Auburn University (2016). Summative ePortfolio Rubric. Retrieved April 2, 2019, from http://wp.auburn.edu/writing/eportfolio-
project/faculty-support/rubrics/
Carleton University (2018). EPortfolio Grading Rubrics. Retrieved from https://carleton.ca/edc/publications/eportfolio-grading-
rubrics/
iRubric (2015) ePortfolio Evaluation Rubric. Retrieved from http://www.rcampus.com/rubricshowc.cfm?code=J96236&sp=yes&
Vandervelde, J. (2014). EPortfolio (Digital Portfolio) Rubric. Retrieved from University of Wisconsin Stout:
https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html
