Home » Academics » College of Education & Human Sciences » Thad Cochran Center for Rural School Leadership & Research » Doctorate Portfolio Rubric
Doctoral Portfolio Rubric |
Evaluation Standards  |
Portfolio Rating/Comment Sheet |
|
| Section I. Professional Resume/Vita | ||
| 3 | Vita contains all components required; outstanding and relevant experience in all areas (education, work history, professional associations/ activities) Vita is well-organized; evidence that candidate attends to essential detail (form and content) creating an impressive product | |
| 2 | Vita contains all components required; experience is strong in most areas (education, work history, professional associations/ activities) Vita is well-organized; evidence that development was intentional; evidence that candidate produces a good product | |
| 1 | Vita lacks some essential components; experience is marginal in most areas (education, work history, professional associations/ activities) Vita is somewhat organized but not impressive; evidence that attention was not paid to producing a good product | |
| 0 | Vita lacks in many or all essential components; experience is minimal in most areas (education, work history, professional associations/ activities) Vita is poorly organized; evidence that attention was not paid to obvious detail and the result is not productive | |
| Section II. Personal philosophy and/or theory of teaching and learning | ||
| 3 | Statement is clear, succinct and understandable; expression demonstrates superior command of the written word; All essential areas (teacher/student roles, impact of beliefs/values/attitudes on learning, ethical functioning, learning and developmental theory, importance of effective teaching) are included and well-developed; evidence exists that candidate puts into practice what is discussed | |
| 2 | Statement is well-written in most areas and understandable; expression demonstrates strong use of the written word; All required areas (teacher/student roles, impact of beliefs/values/attitudes on learning, ethical functioning, learning and developmental theory, importance of effective teaching) are included and well-developed; some evidence exists that candidate puts into practice what is discussed | |
| 1 | Statement is well-written in some areas and mostly understandable; expression demonstrates some potential in use of the written word; Most required areas (teacher/student roles, impact of beliefs/values/attitudes on learning, ethical functioning, learning and developmental theory, importance of effective teaching) are included and somewhat developed; some evidence exists that candidate puts into practice what is discussed | |
| 0 | Statement lacks in most or all essential areas and is somewhat understandable; expression demonstrates minimal ability in the use of the written word; required areas (teacher/student roles, impact of beliefs/values/attitudes on learning, ethical functioning, learning and developmental theory, importance of effective teaching) may be included but poorly organized and developed; little evidence exists that candidate puts into practice what is discussed | |
| Section III. Self Evaluation | ||
| 3 | Statement is clear, succinct and understandable; expression demonstrates superior command of the written word; demonstrates candidate’s ability to express perceived strengths and weaknesses realistically; demonstrates superior potential for doctoral study | |
| 2 | Statement is well-written in most areas and understandable; expression demonstrates strong use of the written word; demonstrates candidate’s ability to express perceived strengths and weaknesses fairly realistically; demonstrates strong potential for doctoral study | |
| 1 | Statement is fairly well-written and understandable; expression demonstrates average use of (or good potential in) the written word; demonstrates candidate’s ability to express perceived strengths and weaknesses fairly realistically; demonstrates moderate potential for doctoral study | |
| 0 | Statement is poorly-written and/or organized; expression demonstrates minimal use of (or little potential in) the written word; candidate’s ability to express perceived strengths and weaknesses realistically is minimal; demonstrates minimal potential for doctoral study | |
| Section IV. Personal and professional Goals | ||
| 3 | Goal statement is clearly linked to self-evaluation (section III) and relates to the objective of becoming a strong educator and leader; a clear plan is included to address perceived weaknesses and utilize perceived strengths; the importance of continuous self-assessment is included and well-expressed; candidate’s ability to process information, problem solve, and organize a specific behavioral plan for improving productivity and a method for continued self-evaluation is clear | |
| 2 | Goal statement is mostly linked to self-evaluation (section III) and relates to the objective of becoming a strong educator and leader; a fairly clear plan is included to address perceived weaknesses and utilize perceived strengths; the importance of continuous self-assessment is included and addressed; candidate’s ability to process information, problem solve, and organize a specific behavioral plan for improving productivity and a method for continued self-evaluation is fairly clear | |
| 1 | Goal statement is somewhat linked to self-evaluation (section III) and relates to the objective of becoming a strong educator and leader; a vague plan is included to address perceived weaknesses and utilize perceived strengths; the importance of continuous self-assessment is marginally included and addressed; candidate’s ability to process information, problem solve, and organize a specific behavioral plan for improving productivity and a method for continued self-evaluation is minimally clear | |
| 0 | Goal statement is not clearly linked to self-evaluation (section III) and vaguely relates to the objective of becoming a strong educator and leader; a plan to address perceived weaknesses and utilize perceived strengths is vague or absent; the importance of continuous self-assessment is not included or vaguely addressed; candidate’s ability to process information, problem solve, and organize a specific behavioral plan for improving productivity and a method for continued self-evaluation is vague or absent | |
| Section V. Statement of purpose for pursuing doctoral study | ||
| 3 | Statement of purpose is clear, succinct and understandable; expression demonstrates superior command of the written word; clearly demonstrates candidate’s strength of commitment and desire to pursue doctoral study | |
| 2 | Statement of purpose is mostly well-written; expression demonstrates strong use of the written word; mostly demonstrates candidate’s strength of commitment and desire to pursue doctoral study | |
| 1 | Statement of purpose is fairly well-written; expression demonstrates good use of (or good potential in) the written word; moderately demonstrates candidate’s strength of commitment and desire to pursue doctoral study | |
| 0 | Statement of purpose is poorly written; expression demonstrates minimal use of (or minimal potential in) the written word; minimally demonstrates candidate’s strength of commitment and desire to pursue doctoral study | |
| Section VI. Sample of academic writing | ||
| 3 | Writing sample is appropriate for portfolio; sample is clear, succinct and understandable; expression demonstrates superior command of the written word and rich, complex, and creative thought | |
| 2 | Writing sample is mostly appropriate for portfolio; sample is mostly well-written; expression demonstrates good command of the written word and complex and well-articulated thought | |
| 1 | Writing sample is fairly appropriate for portfolio; sample is fairly well-written; expression demonstrates fair use of (or potential in) the written word and fairly well-articulated thought | |
| 0 | Writing sample is not appropriate for portfolio; sample is poorly written; expression demonstrates minimal use of (or minimal potential in) the written word and poverty of thought | |
| Section VII. Evidence of leadership ability | ||
| 3 | Strong evidence of leadership (honors, awards, school/community leadership responsibilities); superior potential as a leader in the educational field | |
| 2 | Some evidence of leadership (honors, awards, school/community leadership responsibilities); strong potential as a leader in the educational field | |
| 1 | Minimal evidence of leadership (honors, awards, school/community leadership responsibilities); moderate potential as a leader in the educational field | |
| 0 | No evidence of leadership (honors, awards, school/community leadership responsibilities); minimal potential as a leader in the educational field | |
| Section VIII. Writing Mechanics | ||
| 3 | Superior use of grammar, spelling, syntax and structure; writing is varied and expression of complex concepts is apparent; writing has logical flow; writing demonstrates a strong and varied vocabulary; superior command of the written word | |
| 2 | Strong and competent use of grammar, syntax and structure with few minor errors; writing is appropriately varied and ability to express thoughts is apparent (potential to improve writing is also apparent); writing has logical flow and demonstrates a good vocabulary; good command of the written word | |
| 1 | Fairly competent use of grammar, syntax and structure with some errors; writing style and structure is redundant and ability to express thought is somewhat limited (some potential to improve writing is also apparent); writing has some problems in logical flow and vocabulary is limited; basic command of the written word | |
| 0 | Poor use of grammar, syntax and structure with multiple errors; writing style and structure is redundant and ability to express thought is limited (potential to improve writing is very limited); writing has multiple problems in logical flow and vocabulary is very limited; poor command of the written word | |
