Portfolio Rubric: Standards/Proficiencies/Objectives/Courses/Evidence
Meta Standard #1: Child Development and Learning
Basic
(Knowledge and
Comprehension)
Proficient
(Application)
Mastery
(Analysis and
Synthesis)
Exemplary
(Evaluation)
Proficiency Candidates know and
understand how
children learn and
develop and also that
children differ in their
development and
approaches to learning.
Candidates
demonstrate and
practice theoretically
based teaching and
learning strategies to
promote cognitive
growth and
development of all
children.
Candidates use
educational learning
theories to plan
developmentally
appropriate curricula
and create learning
environments that
promote positive social
engagement and self-
motivation.
Candidates determine
the effectiveness of
various theoretically
based teaching and
learning strategies for
all children.
Objective
Candidates will be able
to recognize and
discuss the major
concepts, principles,
theories, and research
related to the
development of all
children.
Candidates will be able
to practice
theoretically grounded
and research-based
teaching and learning
strategies with their
peers.
Candidates will be able
to create
developmentally
appropriate curricula
and implement with all
children sound theory-
based instructional
strategies.
Candidates will be able
to evaluate the
effectiveness of
theoretically based
teaching and learning
strategies through
action research.
Potential
Courses
P250
K205
E343 E335
E339 E336
Music Methods
Art Methods
E340 Student
Teaching
E341
E325
E328
Student Teaching
IACTE Award
Potential
Evidence
Tests
Papers
Projects
Peer Teaching
Lesson Plans
Practicum
Curriculum Units
Practicum
Effective Teaching
Project (Action
Research)
Finally portfolios were collected from student teachers and samples were selected in
testing for inter-rater agreement. Faculty training included review of a sample portfolio to
explain and explore the working model of the rubric. The portfolios were then scored
independently and data analyzed.
Data Analysis
Reliability was determined by using inter-rater agreement. Standard practices were used
in determining the scorers’ agreement (Fraenkel & Wallen, 2003). The rubric was based on
seven “meta-standards”, each having a four point range (see Figure 1). The meta-standards are
derived from recurring concepts in standard and proficiency language from teacher governing
bodies. For each meta-standard, inter-rater agreement was tabulated by the percentage of exact,
9
Convention