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Brendan Clancy
I selected digital portfolios. Digital portfolios are an excellent way for students to view their progress, self-reflect and provide their parents to see what and how they are doing in their classwork.  I also like this idea because students can work independently and at their own pace. Most students feel rushed through assignments with rote learning but with digital portfolios, students can select a topic that interests them and focus on extensive research in an area that interests them. For example, I know one of my students has an intense interest in the weather and would like to become a meteorologist. Since he was provided with the option for a digital portfolio, he created a lab in his basement and showcases his work on the internet. His portfolio is viewed by colleges that he would like to attend and will further his career when he leaves high school.

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Brendan Clancy

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I chose to focus on electronic teaching portfolios because it offers beneficial advantages for students and teachers. I learned that it is important for a teacher to model to students about digital portfolios. It is a reflective tool for organizing evidence and work, which could be useful for both student and teacher. Some of the benefits are reflecting metacognitively and inspecting self-assess goals. Also, the article includes appropriate technological tools to consider at stages. I had an idea for a social studies class for students to create portfolios about places they have visited, and the history behind them. Students could also discuss their experiences as well.

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Sophie Cheung: Kathy Schrock's Assessment and Rubric is an excellent guide that is very beneficial for all teachers from grades K-12. There are different types of rubrics for different subjects and this is useful when assessing what the student has learned. One of the assessments I looked at was the 4th grade informative writing rubric and checklist. Informative writing is important for students to learn and by having a checklist, students can self-assess themselves and continue to practice writing paragraphs or essays on a topic. One example would be having students write a compare and contrast essay or a answer a short response after reading about a nonfiction article. Students can make sure they have what is needed in a paragraph or essay using the revising and editing checklist.  This is a great rubric to use for 3-6th grade. Students could also use the checklist and grade their classmate's work.

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There is A LOT going on on Kathy Schrock's website. Because I am about to purchase myself a new iPad, the resource I chose to explore was her iPads4Teaching link which actually was just a whole seperate website devoted to how to effectively use ipads for teaching. On this she provided information on everything from how to incorporate ipads for collaboration, creativity, assessment. In addition to these specific topics, she provides general information just on how to get started with an iPad which I think is really helpful. For everything she discusses she provides several useful. She also provides links to other websites with more information, like links to apple forums or help pages. One link I clicked borught me to a "page not found," message, however at the welcome page of her website Kathy has a message that says "if a particular link is not working please let me know with the specific title of that page," the words "let me know" were a link which when you clicked opened up the email app on my computer with a blank email already adressed to her to let her know. I thought that was great. Overall this webpage was really great, and I can't wait to further explore the ways I can use my (future) new iPad for the classroom! -Jeanette Alvarez

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I like the idea of student-made blogs for reflection, similar to what we use in this course. I believe it adds purpose to assigned readings and provides summaries (written in their own words) that the students can look back on to reference old topics. Chapter reflections are a great add-on in a student's digital portfolio, as well. Teachers can refer to student portfolios as formative assessments and provide immediate feedback in the comments section of the blog.

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One of the resources I really enjoyed was the Self-Assessment Rubric from Kathy Schrock's Guide to Everything. I feel that particularly in high school and college, students are asked to conduct self-assessments of their work. I personally have always struggled with self-assessment, as I find it difficult to know what criteria I should use in order to evaluate my own work. The self-assessment rubric really helps to simply this process, providing a clear, concise list of key considerations to help individuals evaluate their own performance. I would definitely suggest to all my students, whenever turning in a big assignment, to first evaluate their own work using this rubric, so as to help ensure that they are turning in their best work.

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I chose Kathy Schrock's aligning iPad apps with the common core because I think this could be very useful to know of more resources that I can use in the classroom that has to do with common core content. We use iPads on a daily basis in my classroom and do not use many outside resources due to not having common core standards associated with them. I liked this resource because she listed different ELA digital resources and their aligned common core standards next to them for grades kindergarten- high school. All of the resources she provides also look very fun and interactive according to the content area. As a teacher I would take Kathy Shrock's idea of creating a rubric to identify the online resource the students are using, the common core standards, and a description of what they will learn from this resource. Doing this would provide students, parents, and other faculty with a description of what the students are learning and applying by using these iPad apps.

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Sabrina Huie: https://ucat.osu.edu/professional-development/teaching-portfolio/

I chose the characteristics of a teaching portfolio because I felt that it would better prepare me to construct the portfolio I need to make for this class. One go the things I learned from my reading is that there are two different types of professional teaching portfolios. A summative portfolio is utilized as a cumulative representation of the work you may be been doing in your classroom that presents your teaching abilities (aka towards tenure) and a formative portfolio is utilized for professional development. I had no idea that I would at some point need to keep two different types of professional portfolios in order to accurately reflect upon and cultivate all of my successes in the classroom and personal resources and professional development. Another aspect of my reading that was new to me was involving others to consult with me on my portfolio contents. I always assumed that a portfolio is very self-centered. However, if other people have contributed and assisted you in your teaching experiences, it makes sense to involve others in the process of the creation of a successful portfolio.

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I decided to choose the Rubric for Self-Assessing Grammar and Mechanics because I believe that students are not avid writers in classrooms. A big problem with technology is that it has allowed students to use things like spell check and grammar correctors - but it prevents them from assessing their own work and being aware of the grammatical errors they are making on paper. I'm not saying this is detrimental, but it does make a difference. This rubric would give students success criteria when peer-reviewing or revising their own pieces of writing. The rubric provides guidelines for the creation of a better-quality writing piece, which in turn also walks students through the stages of publishing a finished piece. This would not be done via technology, but rather through a student's own time taken out to really evaluate the work they've done. Overall, it would make their work clearer, more concise, and more formal or professional. Essentially, using this rubric would be beneficial for students, especially those in the adolescent education grades. Social studies is a content subject rooted in literacy development and vocabulary building, and this rubric would become an essential part of my classroom instruction, especially when working on enduring issues essays, DBQs, CRQs and short responses. I would also be able to facilitate creative writing with this rubric, which I think is a nice addition to its already many benefits.

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The imovie rubric stood out to me most.  I chose this cause I recently used imovie for my edtpa and was impressed with what can be done using imovie.   This would be great for upper grades to use in the classroom when working on group projects.  Teachers and students can use this rubric as a guide to creating or enhancing their video's.

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(Gabrielle Vega) While looking at Kathy Shrock's Guide to everything, I came across a rubric that I would use in my classroom. Often students are asked to work on projects in groups and in my experiences as a student, I've never been graded on a formal rubric regarding my contributions to the group. This rubric would allow me to assess team member participation, focus on the task, dependability and shared responsibility, listening, questioning, and discussing, research and information sharing, problem solving, and group/partner teamwork. One new idea I received from this rubric is that I could give students two separate rubrics for group projects. One graded holistically on content and the other on collaboration. I could make group projects an in class project where I could break down each category on the collaboration rubric for each day and give certain groups incentives for reaching the criteria.

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Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes remind this person to keep on task.

Rarely focuses on the task and what needs to be done. Lets others do the work. .

3 points

2 points

1 point

0 points

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Consistently punctual for group meetings, turns in all work on time.

Usually punctual for group meetings, turns in most work on time.

Sometimes late for group meetings, frequently turns in work after the deadline.

Late for all or most group meetings, misses all deadlines for turning in work.

3 points

2 points

1 point

0 points

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Consistently makes necessary compromises to accomplish a common goal.

Usually makes necessary compromises to accomplish a common goal.

Occasionally makes compromises to accomplish a common goal, and sometimes helps keep the group working well together.

Rarely makes compromises to accomplish a common goal and has difficulty getting along with other group members.

All team members contributed equally to the finished project.

Assisted group/partner in the finished project.

Finished individual task but did not assist group/partner during the project.

Contributed little to the group effort during the project.

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Readings on Authentic Assessment Examples of Other Rubrics

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Follow us on Facebook. Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time.

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While I was looking at the rubrics from Kathy Schrock i noticed there were many different types of rubrics for many different subjects, even one that teachers could be graded on.  One of my favorite rubrics was the jigsaw puzzle rubric for students. I always think it is important to have a student self assess their own work before they turn it in however, this rubric could gives students the opportunity to complete it while they are checking over small group work or individual work (not just group work). I like how it incorporated the visual pieces of the puzzle, that will help the students show how they feel about their work and how they completed it without using words.

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I chose Imovie Rubric because I think Imovie and other tools such as Adobe Premier and Photoshop are tools not typically used in the classroom. I really love incorporating those tools because it allows students to get creative and explore the idea of piecing things together. Through Imovie and other tools like a student can create so much, from a trailer based on a topic learned to a service learning video and commercials and so much more. On photoshop student can explore the world of advertising, propaganda, editing anything from models to images for commercials. Through these tools they can also get a glimpse of what we mean when we say not everything we see in social media or on TMZ is real. They can learn how easy it is for society to be fooled with fake images and learn to become more aware that not everything is as it seems. From that life lesson to just having fun and exploring tools like Imovie and Adobe products students can greatly benefit. The rubric provided allows for educators and even students to see what it takes to become more able to properly use the tools.    file:///Users/tcann266/Downloads/iMovie_Rubric.pdf  https://web.archive.org/web/20170211082456/http://hanasummerlearning.wikispaces.com/file/view/booktrailerrubric.pdf    Through her rubrics you can evens see how much time and planning and organization goes into projects like those, so those tools can be used as a formal assessment for students on nearly any topics, from ELA to even Gym

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I chose to look at the Digital Portfolio Resources that were listed because I find that digital portfolio use is a great tool to have the students work on throughout the year. The first video was a demonstration how to use Google Sites. I was always the type of person to use "Word" more than "Google" but this class has opened me up to using google more for all it has to offer including Google Sites. I liked the demonstration video as I can attach it to a digital portfolio I had for a class as an introduction so the students always had it to refer back to incase they forgot how to use Google sites. I also looked at the second video which talked about Digital Portfolios for Student Assessment. I liked that it not only told you what students can put in their portfolio, but it also told you what to look for when grading the portfolios and some tips for the portfolios as well. I hope to use student portfolios in my class to see how creative the students can be while also assessing them on their progress as well.

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I looked at the PowerPoint Rubric because of how frequent they are used by both teachers and students, yet not many people are well versed in making a good PowerPoint.  This rubric gives a breakdown of everything one needs for  PowerPoint, from research/note cards to grammar/writing mechanics.   It gives a uniform structure for creating a PowerPoint and what is required from one.  One new idea I have about this rubric is that I can use it for myself in my own class to model what a PowerPoint should look like.  No longer will I have to see a slide with an entire paragraph in teeny tiny 10-point font size, with a student reading directly from her or his note card or the slide.

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3 points

2 points

1 point

0 points

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Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view.

Note cards show you recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.

Note cards show you misinterpreted statements, graphics and questions and failed to identify relevant arguments.

Note cards show you recorded information from four or less resources, did not find graphics or sounds, and ignored alternative points of view.

The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.

The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.

The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.

There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.

3 points

2 points

1 point

0 points

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The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.

The introduction is clear and coherent and relates to the topic.

The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.

The introduction does not orient the audience to what will follow.

The sequencing is unclear and does not appear interesting or relevant to the audience.

3 points

2 points

1 point

0 points

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The content is written clearly and concisely with a logical progression of ideas and supporting information.

The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Information is accurate, current and comes mainly from * primary sources.

The content is written with a logical progression of ideas and supporting information.

Includes persuasive information from reliable sources.

The content is vague in conveying a point of view and does not create a strong sense of purpose.

Includes some persuasive information with few facts.

Some of the information may not seem to fit.

Sources used appear unreliable.

The content lacks a clear point of view and logical sequence of information.

Includes little persuasive information and only one or two facts about the topic.

Information is incomplete, out of date and/or incorrect.

Sequencing of ideas is unclear.

The fonts are easy to read and point size varies appropriately for headings and text.

Use of italics, bold, and indentations enhances readability.

Text is appropriate in length for the target audience and to the point.

The background and colors enhance the readability of text.

Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.

Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.

The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space.

The layout uses horizontal and vertical white space appropriately.

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.

The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.

Sources of information are properly cited and the audience can determine the credibility and authority of the information presented.

All sources of information are clearly identified and credited using appropriate citation format.

Most sources of information use proper citation format, and sources are documented to make it possible to check on the accuracy of information.

Sometimes copyright guidelines are followed and some information, photos and graphics do not include proper citation format.

No way to check validity of information.

The graphics, sound and/or animation assist in presenting an overall theme and enhance understanding of concept, ideas and relationships.

Original images are created using proper size and resolution, and all images enhance the content.

There is a consistent visual theme.

The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content.

Original images are used.

Images are proper size, resolution.

Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts.

Most images are clip art or recycled from the internet.

Images are too large/small in size.

Images are poorly cropped or the color/resolution is fuzzy.

The graphics, sounds, and/or animations are unrelated to the content.

Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.

The text is written with no errors in grammar, capitalization, punctuation, and spelling.

The text is clearly written with little or no editing required for grammar, punctuation, and spelling.

Spelling, punctuation, and grammar errors distract or impair readability.

(three or more errors)

Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader, and major editing and revision is required.

(more than five errors)

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Readings on Authentic Assessment Examples of Other Rubrics

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University of Wisconsin - Stout - Follow us on Schedule of Online Courses, Online Certificate Programs, and Graduate Degree Facebook. 3 points 2 points 1 point 0 points __/3 Note cards indicate you accurately researched a variety of information sources, recorded and interpreted significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view.

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Kathy Schrock's guide to everything really owns up to its name. It covers various ideas from common core standard based assessments to rubrics that can allow you to incorporate multimedia and apps. That alone is pure gold in a modern day classroom. The first thing that caught my eye specifically on her website was a detailed video production rubric. As a social studies concentration I would love a way to culminate a semester for students using a fun hands on approach. As a student, I did something that incorporated the good old VHS and a handy dandy camcorder. That assignment still goes down as my most memorable–even 15 years later. I would love to bring an idea like that into my classroom and modernize it for my students. I already know that students are tech-savvy, therefore having them produce a; short movie, write a script, and pick an era in history to replicate or inform for their fellow classmates would be a great form of an assessment.

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Alex Pagano: The resource that I'm going to be focusing on is Kathy Schrock's Rubric compilation. That's one of the last remaining Items that I have to complete on my WebQuest, and to be honest, I've been stuck on it because I wasn't sure on how to really created a rubric. I found this source to have a lot of examples. I think some new ideas that I generated from this was to have three different smaller rubrics for each task in my WebQuest.

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https://www.exemplars.com/assets/files/puzzle.pdf this is the rubric I chose to look at. This was engaging for me because I always enjoyed math and this was a clear and concise way to assess students work. It is visually appealing, while also appropriately assessing students' work. I would use something like this for a fraction assessment that measures multiple skills. https://docs.google.com/document/d/1-Q9acT8Zj5PF00hR9OKIFPYQcQv-uw_fnnpZB95bkBU/edit I also like the media-making/PowerPoint rubric because PowerPoints are used in almost every class. There is much to think about when creating PowerPoints, that is why it is so important to define these elements in a clear manner. I would use this rubric when students must create a PowerPoint regarding any subject manner. I would like for the students to use this rubric when actually creating their own PowerPoint because they can assess their own work to make it stronger. (Amber Guzzo)