E portfolio checklist [spring 2013]
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This document provides a checklist and grading rubric for an e-portfolio website assignment. It outlines the required elements and sections, including a home page, about me, gallery of work samples, case projects, standards addressed, and a professional development plan. Students can earn a total of 100 points by including all elements, properly formatting the site, using correct writing mechanics, and demonstrating creativity. Sections will be graded on presence of required content, visual design, description length, and link functionality among other criteria. The overall goal is for students to create a professionally presented online teaching portfolio.
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![W200 E-Portfolio Website Checklist - Spring 2013
E-Portfolio Website Elements (85 points) –
All required pages, files and elements are presented on the website.
General Information
Possible Your
Description
Points Points
Home
Theme: Professional appearance, audience is other teachers and
school administrators
Welcome your visitors
Briefly explain the PAGES [e.g. Home, About Me, Gallery, Case Projects, 5
NETS-T Standards, Professional Development] of your site
Visually appealing
Added touch: When you describe pages, consider adding internal links
to them
About Me
Professional picture of you or equivalent [Points deducted for cropped
images and inappropriate images]
Introduction of yourself as a pre-service teacher include: your name,
educational background, your subject area and grade level you want to 5
teach)
Why do you want to be a teacher?
What are your pedagogical beliefs as a teacher?
Include your perspective about using technology in education
Embed your YouTube Digital Story Video with a title and description
Gallery
Include at least 5 best project examples you did throughout the
semester (make sure everything is public and published!)
For each tool/resource you should have: 15
Title (Linked)
Screenshot
Description
Educational Value
Case Projects
The main Case Projects page has a description (a paragraph) about the
projects before the links to Case 1 and Case 2.
Two Case analyses and Case Artifact Google documents are all 10
embedded ;their display sizes have been adjusted to best fit the page.
Make sure all have titles and descriptions for each case artifact.
Make sure all hyperlinks are active and documents are public.
1](https://image.slidesharecdn.com/e-portfoliochecklistspring2013-130304131442-phpapp02/85/E-portfolio-checklist-spring-2013-1-320.jpg)
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This document outlines the elements and criteria for a satisfactory W200 E-Portfolio website, including:
1) Required pages and elements like Home, About Me, Gallery of projects, Case Projects analyzing teaching cases, standards from NETS-T, and a section on Professional Development.
2) Specific requirements for content, formatting, and embedded files on each page. For example, the About Me page must include a picture, background, and links to other work.
3) Evaluation criteria covering areas like consistency of formatting, writing mechanics, and creativity. Elements are scored and added to calculate a final grade. Adherence to guidelines like clear formatting and spelling/grammar is important.
4) Instructions
E portfolio draft checklist - fall 2012
This document outlines the elements and criteria for a satisfactory W200 E-Portfolio website, including:
1) Required pages and elements like Home, About Me, Gallery of projects, Case Projects analyzing teaching cases, standards from NETS-T, and a section on Professional Development.
2) Specific requirements for content, formatting, and embedded files on each page. For example, the About Me page must include a picture, background, and links to other work.
3) Evaluation criteria covering areas like consistency of formatting, writing mechanics, and creativity. Elements are scored and added to calculate a final grade. Adherence to guidelines like clear formatting and spelling/grammar is important.
4) Instructions
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This checklist provides guidance for assessing student portfolios. It contains 11 questions to help evaluate whether a portfolio includes evidence of goal setting, complex learning in realistic settings, self-reflection, documentation of learning progress, clear demonstration of learning, student participation, organization, performance criteria, and integration of instruction and assessment. The checklist is intended to help facilitators review portfolios and determine if they contain the necessary information and meet expected standards of documentation for a given student, course, and program of study.
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This document provides a checklist for elements to include on a teacher website. It outlines sections for general information, students, parents, and overall professionalism. Points are assigned for including items like a welcome page, about the teacher, calendar, technology resources, student projects, assessments, class materials, newsletter, and school website links. Formatting, writing mechanics, creativity, and copyright usage are also evaluated. The goal is to create an easy to read, engaging website for teachers to communicate with students, parents, and other teachers.
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Levels of Assessment
Criteria Inadequate=D
(Below Standard)
Adequate=C
(Meets Standard)
Above Average=B
(Exceeds Standard)
Exemplary=A
(Far Exceeds Standard)
Organization Writing lacks logical
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coherence but ideas lack
unity. Serious errors.
Failure to incorporate main
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Writing is coherent and
logically organized. Some
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Little use of course text
Writing is coherent and
logically organized with
transitions used between
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Writing shows high degree of attention
to logic and reasoning of main
technical points. Unity clearly leads
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thought regarding the topic. Extensive
use of course text.
Level of Content Shows some thinking and
reasoning but most
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unoriginal.
Content indicates thinking
and reasoning applied with
original thought on a few
ideas.
Content indicates original
thinking and develops ideas
with sufficient and firm
evidence.
Content indicates synthesis of technical
ideas, in-depth analysis and evidences
original thought and support for the
topic.
Development Main points lack detailed
development. Ideas are
vague with little evidence of
critical thinking.
Main points are present with
limited detail and
development. Some critical
thinking is present.
Main points well developed
with quality supporting
details and quantity. Critical
thinking is weaved into points
Main points well developed with high
quality and quantity support. Reveals
high degree of critical thinking on
significant technical concepts.
Grammar &
Mechanics
Spelling, punctuation, and
grammatical errors create
distraction, making reading
difficult; fragments, comma
splices, run-ons evident.
Errors are frequent.
Most spelling, punctuation,
and grammar correct allowing
reader to progress though
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Essay has few spelling,
punctuation, and grammatical
errors allowing reader to
follow ideas clearly. Very
few fragments or run-ons.
Essay is free of distracting spelling,
punctuation, and grammatical errors;
absent of fragments, comma splices,
and run-ons.
Style Mostly in elementary form
with little or no variety in
sentence structure, diction,
rhetorical devices or
emphasis.
Approaches college level
usage of some variety in
sentence patterns, diction, and
rhetorical devices.
Attains college level style;
tone is appropriate and
rhetorical devices used to
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variety used effectively.
Shows outstanding style going beyond
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This document outlines the elements and criteria for a satisfactory W200 E-Portfolio website, including:
1) Required pages and elements like Home, About Me, Gallery of projects, Case Projects analyzing teaching cases, standards from NETS-T, and a section on Professional Development.
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4) Instructions
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This document outlines the elements and criteria for a satisfactory W200 E-Portfolio website, including:
1) Required pages and elements like Home, About Me, Gallery of projects, Case Projects analyzing teaching cases, standards from NETS-T, and a section on Professional Development.
2) Specific requirements for content, formatting, and embedded files on each page. For example, the About Me page must include a picture, background, and links to other work.
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4) Instructions
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Levels of Assessment
Criteria Inadequate=D
(Below Standard)
Adequate=C
(Meets Standard)
Above Average=B
(Exceeds Standard)
Exemplary=A
(Far Exceeds Standard)
Organization Writing lacks logical
organization. It shows some
coherence but ideas lack
unity. Serious errors.
Failure to incorporate main
ideas from course text
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logically organized. Some
points remain misplaced
and stray from the technical
topics. Transitions evident
but not used throughout.
Little use of course text
Writing is coherent and
logically organized with
transitions used between
ideas and paragraphs to create
coherence. Overall unity of
ideas is present.
Writing shows high degree of attention
to logic and reasoning of main
technical points. Unity clearly leads
the reader to the conclusion and stirs
thought regarding the topic. Extensive
use of course text.
Level of Content Shows some thinking and
reasoning but most
technical ideas are
underdeveloped and
unoriginal.
Content indicates thinking
and reasoning applied with
original thought on a few
ideas.
Content indicates original
thinking and develops ideas
with sufficient and firm
evidence.
Content indicates synthesis of technical
ideas, in-depth analysis and evidences
original thought and support for the
topic.
Development Main points lack detailed
development. Ideas are
vague with little evidence of
critical thinking.
Main points are present with
limited detail and
development. Some critical
thinking is present.
Main points well developed
with quality supporting
details and quantity. Critical
thinking is weaved into points
Main points well developed with high
quality and quantity support. Reveals
high degree of critical thinking on
significant technical concepts.
Grammar &
Mechanics
Spelling, punctuation, and
grammatical errors create
distraction, making reading
difficult; fragments, comma
splices, run-ons evident.
Errors are frequent.
Most spelling, punctuation,
and grammar correct allowing
reader to progress though
essay. Some errors remain.
Essay has few spelling,
punctuation, and grammatical
errors allowing reader to
follow ideas clearly. Very
few fragments or run-ons.
Essay is free of distracting spelling,
punctuation, and grammatical errors;
absent of fragments, comma splices,
and run-ons.
Style Mostly in elementary form
with little or no variety in
sentence structure, diction,
rhetorical devices or
emphasis.
Approaches college level
usage of some variety in
sentence patterns, diction, and
rhetorical devices.
Attains college level style;
tone is appropriate and
rhetorical devices used to
enhance content; sentence
variety used effectively.
Shows outstanding style going beyond
usual college level; rhetorical devices
and tone used effectively; creative use
of sentence structure and coordinati ...
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40-49
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Institution
Overview
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Does not sufficiently provide an
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Does not identify the institution 15
Student
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Overviews
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handbooks
Does not describe either of the student
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25
Student
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35
Articulation of
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Submission has major errors related to
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25
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Assessment Details and Submission Guidelines
Trimester T2 2019
Unit Code HS2031
Unit Title Human Computer Interaction (HCI)
Assessment
Type
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Assessment
Title
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Purpose of the
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Word limit 2000-2500 words
Due Date Week 10
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Overview: Capstone Project – Presentation and Evaluation
Your project should represent high-quality work – something you would expect to see in a professional setting. Perhaps your employer will be interested in facilitating its use in a real-life situation!
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Locate peer-reviewed articles discussing evidence-based nursing practice.
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Criteria
Target
Acceptable
Unacceptable
Accurate (70 Points)
Accurate presentation of content with differentiation
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(70 Points)
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(40 Points)
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Required References
(10 Points)
All 9 references included
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Less than 9 required references
(0 points)
Attractive (10 Points)
Professional, appropriate for setting with no spelling or grammar errors; designed with appropriate use of color, graphics, and fonts. Up to 5 points will be deducted if images used are not cited. No APA errors in references.
(10 Points)
One or more spelling or grammar errors; design missing graphics and/ or inappropriate fonts. Up to 5 points will be deducted if images used are not cited. 1-2 APA errors in references.
(5 Points)
Design or grammar/spelling errors prohibit reading or understanding content and if images used are not cited. 3 or more APA errors in references.
(0 Points)
Appropriate (10 Points)
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Not Developmentally and/ or age appropriate for entire target audience and/ or inappropriate time frame for content delivery
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Project inappropriate for profession use as not developmentally or age appropriate for audience; and / or project length is too short or too long
(0 Points)
Rubric – Project Evaluation
.
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This agenda covers an introduction to the course and expectations, practice creating online accounts and doing an introductory class discussion, and an overview of assignments due for the first week including creating a digital story.
4. ttl week 1
The Teaching Technology Lab provides technology integration help for education courses, potential workshops, and instructors' office hours. It is open Monday through Thursday from 10am to 5pm and Friday from 10:30am to 4pm in room ED2010. Students in an education course this week can follow signs to the Teaching Technology Lab for a field trip.
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Power Points With Pizzazz!
I used this in a PowerPoint workshop. The rest of the materials can be accessed at http://jdorman.wikispaces.com/PowerPoint
My+Magic
1) Students are required to complete seminar presentations and blog posts in teams to earn up to 25% of the course grade.
2) Over the course of the semester, teams will choose topics to present in class or write blog posts about. Topics include interaction devices, legal issues in design, and more.
3) Presentations should be 20 minutes and include visual aids, while maintaining audience engagement. Blog posts can include various media and must cite sources to provide context and for readers to learn more.
Teacher website draft checklist fall 2012
This document provides a checklist for elements to include on a teacher website. It outlines general information sections including welcome, about me, calendar, and tech resources. It also lists sections for students such as student projects, assessment, and class materials. A section for parents includes a newsletter and linking to the school website. Overall professionalism criteria cover consistency of formatting, writing mechanics, and creativity. The total possible points are 150.
Assignment details the project involves studying the it inf
The project involves studying the IT infrastructure of an organization selected by the student. Students will investigate the main components of the organization's IT systems including hardware, software, data management, networking and more.
The report should discuss the organizational profile, strategies, technology involved, analysis of the existing systems and possible solutions. It should have an executive summary, introduction, conclusion and references. The report should be between 2500-3000 words. Additionally, students must create a 10 slide PowerPoint presentation summarizing the key points of the report.
CSCI 180 Project Grading Your project is graded based .docx
CSCI 180 Project Grading
Your project is graded based on four categories: correctness, assignment requirements,
documentation, and style. Below are the point breakdowns for each of these areas, detailing the
range of points you will receive for achievement levels within each of these categories.
Functionality
Note that you cannot receive the minimum functionality points for a level unless your code fulfills
the requirements for that level. So, for example, if you do not fulfill the C-level requirements
completely (with minor errors), the highest grade you can receive is a 39 no matter what other
features you have put into your code.
60-70
50-59
40-49
30-39
0-30
Code compiles and runs without crashing. Fulfills the A-level requirements. Variant
points based on quality of minor flaws in correctness.
Code compiles and runs without crashing. Fulfills the B-level requirements. Variant
points based on discussion of issues arising in reaching the next stage of the project and
in how easy it is to determine the correctness of the code by running it.
Code compiles and runs without crashing. Fulfills the C-level requirements. Variant
points based on discussion of issues arising in reaching the next stage of the project and
in how easy it is to determine the correctness of the code by running it.
Code compiles and runs without crashing. Fulfills D-level requirements. Variant points
based on discussion of issues arising in reaching the next stage of the project and in how
easy it is to determine the correctness of the code by running it.
Code does not compile or code crashes when run. Variant points awarded based on
quality of analysis of the problem with the code.
Assignment Requirements
5 Handed in on time, code has some documentation, and you included a journal (as described
in assignment). The journal includes comments about tasks and issues you encountered and
describes how you tested the project.
3 Assignment is on time, code has some documentation, the journal is completed, but a bit
sparse but seems like you wrote it as you went.
2 Assignment is on time. The journal may be a bit sparse or it may be obvious that you wrote
it after the fact.
1 The code might be undocumented, or you may not have turned in a journal.
0 There was an assignment? Oh yeah, here it is. Oh, a journal -- can I still do that? It is
obvious you need to spend more time reading about deadlines and what is included when
you hand in your work.
Documentation of Code
During this course, I will frequently award points for documentation as follows (up to 2 points
for each item):
• documentation at top of file including name of file, your name, and date
• description of class (top of file)
• documentation on each public method including parameter and return tags.
• interior docu.
W200 teacher website checklist – fall 2012
This document provides a checklist for elements to include on a teacher website. It outlines sections for general information, students, parents, and overall professionalism. General information includes pages for welcome, about the teacher, and calendar. The technology resources section lists tools for teachers to explore. Sections for students include projects, assessments, and class materials. The parents section covers a newsletter and linking to the school website. Overall professionalism addresses consistency, writing mechanics, and creativity. The checklist awards points for including required elements across various categories.
power point presentation 141.docx
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HEA 550 Module Six Short Paper Student Handbooks Guidelines.docx
HEA 550 Module Six Short Paper: Student Handbooks Guidelines and Rubric
Prompt: College and universities develop and publish student handbooks to establish expectations for student behavior and to provide a framework for a
disciplinary process. Beyond this general purpose, student handbooks vary across institutions, and legal requirements differ between public and private
institutions.
Through a web search, locate the published code of conduct from a public university, as well as the the student handbook for SNHU. In a short paper, compare
and contrast the code of conduct from the public university with the student handbook of SNHU, a private university.
As you write, reference these sections that align with your short paper critical elements: (a) an overview of the institution, including specifying whether it is
public or private; and (b) an evaluation of the similarities and differences between the SNHU Student Handbook and the selected public university's student
handbook.
Guidelines for Submission: Short papers should be formatted to be a double-spaced Word document, 12-point Times New Roman font, one-inch margins, APA
format. Page length requirements: 1–2 pages, not including title page and references.
Critical Elements Proficient (100%) Needs Improvement (70%) Not Evident (0%) Value
Institution
Overview
Accurately and thoroughly provides an
overview of the institution
Does not sufficiently provide an
overview of the institution
Does not identify the institution 15
Student
Handbook
Overviews
Accurately and thoroughly describes
both institutions’ student handbooks
Does not sufficiently describe one or
both of the institutions’ student
handbooks
Does not describe either of the student
handbooks
25
Student
Handbook
Comparison
Provides an appropriate comparison of
the two college student handbooks with
support
Provides comparison of the two college
student handbooks, but without
sufficient detail to support
Does not include a comparison
35
Articulation of
Response
Submission has no major errors related
to citations, grammar, spelling, syntax,
or organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main idea
Submission has critical errors related to
citations, grammar, spelling, syntax, or
organization that prevent understanding
of ideas
25
Earned Total 100%
Page 1 of 20
(18PR) Capstone Project Instructions
Last Changed: 8/17/2018
This module includes the following four projects to be completed on your PC and Uploaded into your
EagleOnline/Canvas course to be graded by your professor:
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your instructor.
• Part 2 - WORD Project: This project is based on Word modules.
• Part 3 - EXCEL Project: This project is ba ...
HS2031 Human Computer Interaction Assignment 2 Page 1 of 5 .docx
HS2031 Human Computer Interaction Assignment 2 Page 1 of 5
Assessment Details and Submission Guidelines
Trimester T2 2019
Unit Code HS2031
Unit Title Human Computer Interaction (HCI)
Assessment
Type
Group Assignment
Assessment
Title
HCI - Heuristic evaluation plan for a university learning management system
Purpose of the
assessment
(with ULO
Mapping)
Students will be able to:
c. Demonstrate skills in designing and evaluating interactive systems and web- based
applications
d. Apply knowledge of theoretical foundations of HCI to practical situations
Weight 20% of the total assessments
Total Marks 100% scaled to 20%
Word limit 2000-2500 words
Due Date Week 10
Submission
Guidelines
All work must be submitted on Blackboard by the due date along with a completed
Assignment Cover Page.
The assignment must be in MS Word format, 1.5 spacing, 11-pt Calibri (Body) font and 2 cm
margins on all four sides of your page with appropriate section headings.
Reference sources must be cited in the text of the report, and listed appropriately at the
end in a reference list using Harvard or IEEE referencing style.
HOLMES
INSTITUTE
FACULTY OF
HIGHER
EDUCATION
UNDERGRADUATE
PROGRAM
HS2031 Human Computer Interaction Assignment 2 Page 2 of 5
Assignment 2 Specification
The purpose of the report is to provide a heuristic evaluation plan for university learning management
system. In this group assignment (maximum 5 students) you are required to produce a non-functioning
prototype, usability analysis and heuristic evaluation plan for an organisation, in the format of a report
(2000-2500 words) documenting your design rationale.
All members must contribute equally to the assignment and the walkthrough. Non-attendance at the
walkthrough will mean a mark of ZERO is awarded to the group member.
Many Universities in Australia and the world are using learning management systems (LMS) such as
Blackboard and Moodel. As an HCI specialist team you have been requested to propose the user interface
design modifications for the LMS Blackboard of our university HOLMES institute.
1. Perform a user analysis. You must have a clear view of the users of this system. Consider that not
everyone is comfortable with the technology. For example, you need to deal with user variation
such as age or language skills.
2. Perform a task analysis to identify the tasks the potential users will perform, and in what order.
3. Consolidate your findings from your user and task analysis and propose a design and specify
system requirements to realise the recommended interface. For example, the number of items to
display, the screen size, what colours, how many different screens to display, the devices to you,
the physical design.
4. Develop a low-fidelity (paper) prototype (a minimum of 4 screens). Based on the above
requirements, develop a preliminary design of the user inter ...
Ash edu 695 week 6 assignment final paper and e portfolio new
The document provides instructions for the final assignment in an education master's program which involves creating an ePortfolio using Pathbrite to demonstrate competency in the 9 program learning outcomes. Students must include an artifact for each outcome, design the ePortfolio professionally, rank and discuss the importance of each outcome for their work setting, and discuss any challenges in creating the ePortfolio and how they overcame them. The paper must be 10 pages addressing each outcome individually and include 3 additional scholarly sources and meet APA formatting and writing standards. The completed ePortfolio and paper are to be submitted by the deadline.
Ash edu 695 week 6 assignment final paper and e portfolio new
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Illustrated Code (ASE 2021)
Illustrated Code: Building Software in a Literate Way
Andreas Zeller, CISPA Helmholtz Center for Information Security
Notebooks – rich, interactive documents that join together code, documentation, and outputs – are all the rage with data scientists. But can they be used for actual software development? In this talk, I share experiences from authoring two interactive textbooks – fuzzingbook.org and debuggingbook.org – and show how notebooks not only serve for exploring and explaining code and data, but also how they can be used as software modules, integrating self-checking documentation, tests, and tutorials all in one place. The resulting software focuses on the essential, is well-documented, highly maintainable, easily extensible, and has a much higher shelf life than the "duct tape and wire” prototypes frequently found in research and beyond.
N4685 CapstoneModule 5 Capstone Project – Present.docx
N4685 Capstone
Module 5: Capstone Project – Presentation and Evaluation Instructions
NOTE: You will create two new electronic files for this assignment instead of typing directly into this document.
Overview: Capstone Project – Presentation and Evaluation
Your project should represent high-quality work – something you would expect to see in a professional setting. Perhaps your employer will be interested in facilitating its use in a real-life situation!
You will upload your PowerPoint for grading. You will also upload the forms or documents you would use for evaluation (two evaluation tools will be created) of your information dissemination. These might be in the form of informal observation records and/or formal tests or questionnaires. (This evaluation portion will be submitted as one Word document. See below for all that must be included). There is a separate portal for each portion of the assignment in Blackboard.
Objectives
Design evaluation tools to accompany your project.
Locate peer-reviewed articles discussing evidence-based nursing practice.
Design evaluation tools to accompany your project.
Rubric – Project Presentation
Criteria
Target
Acceptable
Unacceptable
Accurate (70 Points)
Accurate presentation of content with differentiation
between facts and opinions; well organized with in text citations for useful sources (at least 9). 10-15 content slides with comprehensive speaker notes.
(70 Points)
Essential information is included but speaker notes and/or slides lack depth and need additional content and/ or lacking in text citations for useful sources. Outside the required 10-15 content slides.
(40 Points)
Errors in content specific information or lack of references prohibit use in professional setting
(0 Points)
Required References
(10 Points)
All 9 references included
(10 points)
Less than 9 required references
(0 points)
Attractive (10 Points)
Professional, appropriate for setting with no spelling or grammar errors; designed with appropriate use of color, graphics, and fonts. Up to 5 points will be deducted if images used are not cited. No APA errors in references.
(10 Points)
One or more spelling or grammar errors; design missing graphics and/ or inappropriate fonts. Up to 5 points will be deducted if images used are not cited. 1-2 APA errors in references.
(5 Points)
Design or grammar/spelling errors prohibit reading or understanding content and if images used are not cited. 3 or more APA errors in references.
(0 Points)
Appropriate (10 Points)
Developmentally and age appropriate for audience; within the appropriate time frame (clock time 20-30 minutes)
(10 Points)
Not Developmentally and/ or age appropriate for entire target audience and/ or inappropriate time frame for content delivery
(5 Points)
Project inappropriate for profession use as not developmentally or age appropriate for audience; and / or project length is too short or too long
(0 Points)
Rubric – Project Evaluation
.
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The document discusses adapting to technology changes in education. It provides two examples: Harrison Central High School which has a strong commitment to high tech tools for differentiated instruction, and an elementary school example where technology is fueling differentiated lessons. Readers are asked to consider their own technology experiences in previous schools and whether they would prefer to be a student in a highly technology-focused school.
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E portfolio checklist [spring 2013]
- 1. W200 E-Portfolio Website Checklist - Spring 2013 E-Portfolio Website Elements (85 points) – All required pages, files and elements are presented on the website. General Information Possible Your Description Points Points Home Theme: Professional appearance, audience is other teachers and school administrators Welcome your visitors Briefly explain the PAGES [e.g. Home, About Me, Gallery, Case Projects, 5 NETS-T Standards, Professional Development] of your site Visually appealing Added touch: When you describe pages, consider adding internal links to them About Me Professional picture of you or equivalent [Points deducted for cropped images and inappropriate images] Introduction of yourself as a pre-service teacher include: your name, educational background, your subject area and grade level you want to 5 teach) Why do you want to be a teacher? What are your pedagogical beliefs as a teacher? Include your perspective about using technology in education Embed your YouTube Digital Story Video with a title and description Gallery Include at least 5 best project examples you did throughout the semester (make sure everything is public and published!) For each tool/resource you should have: 15 Title (Linked) Screenshot Description Educational Value Case Projects The main Case Projects page has a description (a paragraph) about the projects before the links to Case 1 and Case 2. Two Case analyses and Case Artifact Google documents are all 10 embedded ;their display sizes have been adjusted to best fit the page. Make sure all have titles and descriptions for each case artifact. Make sure all hyperlinks are active and documents are public. 1
- 2. General Information (continues) Possible Your Description Points Points NETS-T Standards 5 TIP#15 (Digital divide presentation) NETS-T Standards > 1 You provided at least three examples of evidence for standard 1 5 You described each example in at least three sentences and explicitly stated the connection between your example and the standard NETS-T Standards > 2 You provided at least three examples of evidence for standard 2 5 You described each example in at least three sentences and explicitly stated the connection between your example and the standard NETS-T Standards > 3 You provided at least three examples of evidence for standard 3 5 You described each example in at least three sentences and explicitly stated the connection between your example and the standard NETS-T Standards > 4 You provided at least three examples of evidence for standard 4 5 You described each example in at least three sentences and explicitly stated the connection between your example and the standard NETS-T Standards > 5 You provided at least three examples of evidence for standard 5 5 You described each example in at least three sentences and explicitly stated the connection between your example and the standard Professional Development Profiler Pro Before and After Survey images Strengths and Areas for Improvement for Profiler Pro Before and After 20 Survey (5 points Professional Development Plan – Goals (Follow the SMART principle) & each) Evidences TIP#12: Creating Online Management System 2
- 3. Overall Professionalism: Copyright, Formatting, Creativity & Writing mechanics (15 points) – The E-portfolio must be easy to read with appropriate use of fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. The suggested navigational system is present and active on all pages. The background and colors enhance the readability of the text. Consider supplementary visuals to enhance the content. Overall Professionalism Possible Your Description Points Points Consistency of Formatting and Font Entire site uses the same: font type, font size, and color is consistent and readable for the following: - Titles - Subheadings - Body text and links Clean formatting: - Spacing between blocks of text are not too big/small - Uses headings/ subheadings to guide the readers 5 - Uses bullets/ numbers to list options & these are indented Adds a text box to the navigation sidebar that includes “Creative Commons Logo”. See example: Writing Mechanics Avoid Spelling Errors by running text through MS Word, Use proper nouns such as Internet, Google, SMART Board, PowerPoint, etc. 5 Avoid grammatical errors (run on sentences, incomplete sentences, word choice) Show evidence of formal writing (avoid contractions, abbreviations, “I feel/think”, write out single digit numbers) Creativity You include enough appropriate images/videos/inserts that add a nice 5 depth to your pages. Elements you add to your e-portfolio website make it unique; more than a template. 3
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