LEARNING ACTIVITY: STUDENT PORTFOLIO ASSIGNMENT Education Coursework
Learning Activity Two Grading Rubric
|
Criteria |
Levels of Achievement |
|||
|
Content 70% |
Advanced |
Proficient |
Developing |
Not Present |
|
Educational Purpose and Cognitive Outcomes |
10 points Educational purpose is clearly defined and the expected cognitive outcome is explained. |
8 to 9 points The educational purpose is unclear; or The cognitive outcomes are unclear. |
1 to 7 points Both the educational purpose and the cognitive outcomes are unclear. |
0 points Not present |
|
Written Directions |
10 points Student directions have thorough explanations of expectations of categories of products, cognitive levels to be demonstrated, and number of samples to be included for each category. |
8 to 9 points Student directions include expectations of categories of products, cognitive levels to be demonstrated, and number of samples to be included for each category. Clarity may be lacking in one area. |
1 to 7 points Student directions are vague; or Clarity is lacking in multiple areas. |
0 points Not present |
|
Items in Portfolio |
18 to 20 points Three or more clearly defined categories for student submission are described. |
17 points Two clearly defined categories for student submission are described. |
1 to 16 points One category for student submission is described; or Categories are lacking in clarity. |
0 points Not present |
|
Rubrics |
18 to 20 points A rubric is included that clearly and thoroughly describes the performance of each entry in the portfolio A rubric is included that clearly and thoroughly describes the performance for the portfolio as a whole. |
17 points A rubric is included that describes the performance of each entry in the portfolio A rubric is included that describes the performance for the portfolio as a whole. |
1 to 16 points Only a rubric that describes the performance of each entry in the portfolio is included; or Only a rubric that describes the performance for the portfolio as a whole is included. |
0 points Not present |
|
Rating Form |
10 points Both a rating scheme and a grading scheme were developed and clearly explained. |
8 to 9 points Both a rating scheme and a grading scheme were explained. |
1 to 7 points Both rating and grading schemes were included, but poorly explained; or Only a rating scheme was included; or Only a grading scheme was included. |
0 points Not present |
|
Structure 30% |
Advanced |
Proficient |
Developing |
Not Present |
|
Template Completion and Appearance |
10 points All areas of the template are thorough, neat, and professional. |
8 to 9 points All areas of the template are complete, neat, and professional. |
1 to 7 points Not all areas of the template are complete; or Some areas of the template have poor formatting and an unprofessional appearance. |
0 points Not present |
|
Mechanics |
10 points Minimal (0-2) spelling, grammar, and/or punctuation errors are present. The writing reflects a level of proficiency characteristic of a graduate student. |
8 to 9 points Some (3-6) spelling, grammar, and/or punctuation errors are present. The writing reflects a level of proficiency characteristic of a graduate student. |
1 to 7 points Many (7 or more) spelling, grammar, and/or punctuation errors are present. The writing does not reflect a level of proficiency characteristic of a graduate student. |
0 points Not present |
|
Current APA |
10 points Current APA format is followed, including a properly-formatted title page, page numbers, running head, hanging indents, etc. External sources, if applicable, are cited in-text and listed in a properly-formatted reference page. |
8 to 9 points Current APA format is generally followed, including a title page, page numbers, running head, hanging indents, etc. External sources, if applicable, are cited in-text and listed in a reference page. |
1 to 7 points The use of current APA formatting standards is incorrect or inconsistent. External sources, if applicable, are not cited. |
0 points Not present |
Learning Activity: Student Portfolio Assignment
Grade Level: Pre-K/Kindergarten
Name
Course
Instructor
Date
Grade level and subject:
Pre-K/Kindergarten
Educational purpose of portfolio:
The main objective was to promote the learning of reading comprehension in Pre K/Kindergarten learners, through learning the alphabet and early writing practice, where the children are expected to write the entire alphabet in lowercase letters. The children recognize letters from a set of graphic elements and this is the starting point for writing (Ansari & Winsler, 2016). As such, the learners should be able to recognize the English alphabet, letter by letter.
Written directions provided for your students:
Printed pages of the activity/ poster and a pencil are required materials
Read the statement of each activity to the child.
* First is to highlight that the alphabet is the set of symbols (letters) that are used to write a language and each letter corresponds to a sound (phoneme).
* The words are read out aloud pointing at each letter, and the children learn writing them using the lowercase.
* Ask the child to write the vowels and consonants
* Ask the child the find missing letters in an exercise meant for correction
* After completing the worksheet, ask the learners to self evaluate their performance to determine their understanding and what needs to change
Categories and specific items students are to include in their portfolio:
For each individual
* There are 26 letters of the alphabet in the English language where there is a representation in the upper and lower case.
* The children indicate the 26 letters that are divided into 5 vowels and 21 consonants, each with its own sound.
* Improvement sound and letter recognition indicates progress in alphabet knowledge (Stanley & Finch 2018).
* There are also able to identify sounds formed by the union of two letters.
For the group
* The class is divided into groups and there are given posters where the alphabet words are in disorder and that the challenge for each group will be to place each word next to its corresponding image.
* Several sets of words are printed and the letter that is in each word is a different color, which helps the children to recognize the letters faster.
* As a correction or to finish the activity, the children are asked which of the letters of the alphabet are emphasized in certain words.
Letters are in the correct order
* Another good exercise to better understand the alphabet in the pre-k/ kindergarten class is using correction as a learning tool.
* The idea is to include the letters on the poster in lowercase but put them in the incorrect order and let them correct the letters.
* Using gestures and expressions this will motivate them to make correction what is in the wrong order.
* This exercise requires that they first understand the alphabet and is more successful if they can pronounce the letters in the correct order and read them aloud.
Rubric for as...
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