Portfolio

Governors State University

College of Education/Division of Education

Master of Arts

In Education

Contents Checklist:

q       Current Vita and Transcripts

q       Evidence of Writing Competency

q       Evidence of Research Mastery

q       Evidence of Program Standards Demonstration

q       Zip Disk or CD with Documents

Research Data Source:

q       Small-scale Action Research Project

q       Assisting Faculty Member in Research for Publication/Presentation

q       Analysis/Interpretation of Data Set Supplied by Graduate Faculty

q       Small-scale Meta-analysis

Section

Area

0

1

2

3

Score

Comments

I. Current Vita and Transcripts

Inaccurate and/or unprofessional.

Accurate and professional but minimally developed.

Accurate, professional, and adequately developed.

Accurate, professional, and developed with considerable detail.

II. Writing

Competency

(Content)

Presentation of a significant problem, issue, or question

Issue is vague.  Argument for significance is inadequate or missing.

Issue is relatively clear and sensibly but minimally supported.

Issue is clear as well as adequately,  thought-fully  supported.

Issue is cogent, thoroughly articulated, and insightfully defended.

Supporting research and literature

Supporting literature not cited, relevant, or integrated.  Makes numerous unsupported statements. 

Some relevant supports are cited, relevant, and integrated into the discussion.  Minimal unsupported statements occur.

Adequate, relevant supports are effectively cited and integrated into the discussion.  No unsupported statements.

Supports are comprehensive and seamlessly integrated.  No unsupported statements.

Conclusions

Conclusions are not made or are inappropriate.

Minimal appropriate conclusions are stated.

Appropriate conclusions are thoughtfully derived from all major elements of argument.

Insightful conclusions are comprehensive and well defended.

Section

Area

0

1

2

3

Score

Comments

III. Writing

Competency

(Style)

Incoherent with pervasive errors in grammar, usage, and mechanics.

Demonstrates control of language but may contain occasional instances of problematic sentence structure or serious errors in grammar, usage, or mechanics.

Demonstrates sufficient control of language to develop ideas with reasonable clarity and general control of conventions of standard, written, formal English but may have occasional minor errors in grammar, usage, or mechanics.

Demonstrates facile control of language, including appropriate word choice and sentence variety with mastery of conventions of standard, written, formal English but may have rare, minor errors in grammar, usage, or mechanics.

IV. Research Mastery

Research Questions

Vague or unstated.

Stated but minimally supported.

Clearly stated and adequately supported.

Clearly stated in well- articulated, hypothesis format.

Data Analysis

Incomplete or incorrect.

Correct and complete but with some errors.

Correct, complete, with few, minor errors.

Without errors.

Results

Incorrect or incomplete presentation and/or inappropriate conclusions.

Adequate presentation of descriptive and inferential results.  Minimal appropriate conclusions.

Thorough presentation of descriptive and inferential results.  Thorough discussion of all appropriate conclusions.

Exceptional presentation of all appropriate conclusions, demonstrating insight and skillful understanding of data analysis.

V. Demonstration

Of Standards

I.   Instruction

Does not provide explanation evidencing knowledge, skills, and/or dispositions for practice in the standard area.  Argument for acceptance is vague or not clearly connected to the standard.  The standard does not appear to be met.

Demonstrates knowledge, skills, and/or dispositions with minimal explanation and/or evidence for the standard area.  The argument for acceptance connects to the standard but is not developed with great breadth or depth.

Demonstrates knowledge, skills, and/or dispositions with adequate explanation and evidence for the standard area.  The argument for acceptance connects to the standard and is developed with some breadth or depth.

Demonstrates the knowledge, skills, and/or dispositions and evidences integrated professional practice for the standard area.  The argument for acceptance clearly connects to the standard and is comprehensive.

I.

II.  Assessment

II.

III. Content Knowledge

III.

IV. Reflection

IV.

V.  Leadership

V.

VI. Collaboration

VI.

VII. Model Learners

VII.

VI. APA Format Throughout

Portfolio

5^th edition APA style not followed. 

5^th edition APA style is followed with some major errors.

5^th edition APA style is followed with minimal errors.

5^th edition APA style is flawless.