I then had my e-portfolio arranged by the rubric categories upon which it will be graded (see below). I decided to write out the rubric categories and then link my evidence directly to it, and actually linked one piece of evidence in more than one category because some of the evidence addressed multiple goals. I was thinking that the more evidence that I could link, the better. After our first evaluation I received mixed opinions about that and was advised that it would be more effective to have a strong reflection opposed lots of evidence.
Since then our rubric changed slightly, so I modified my E-Portfolio to match it. I also decided to have one reflection, a strong reflection, that best describes my growth in that category.
 Electronic PortfolioThe University of Pennsylvania's Science Teacher Institute Master of Integrated Science Education Program (MISEP) |
|
| E-Portfolio
Rubric Categories |
Links
to my
Reflections
and Coursework |
| SCIENCE CONTENT |
|
| Understanding
of Content Enduring Understandings |
|
| Use
of Accurate Scientific Language |
|
| Synthesis
of Content Enduring Understandings Across Courses |
|
| Application
of Content Enduring Understandings |
|
| Use
of New Content Knowledge in Assessments, Lessons and Curricula |
|
| SCIENCE EDUCATION |
|
| Understanding
of Science Education Research Literature & Theoretical Frameworks |
|
| Research
Undertaken in Participants' Own Classroom |
|
| Understanding
of Appropriate Curriculum Design |
|
| Understanding
of Lesson Design Implementing Research-Based Promising Practices |
|
| Understanding
of Assessment Design |
|
| Using New
Content Knowledge in Assessments, Lessons and Curricula |
|
| Leadership |
|
