Readers of your portfolio will not necessarily know why an artifact was chosen for a particular standard, or why you think it meets rubric criteria for that standard. You should therefore complete a Reflection Sheet for every required or optional artifact in your portfolio. The Reflection Sheet is an extremely important part of your portfolio. You should take time and care in writing them. Often, they show more about you than the artifacts; and they are sometimes the first things a checkpoint assessor looks at when reviewing your artifacts. The Reflection Sheet should not merely summarize the artifact. Instead, it should:
- tell what the artifact is
- (if applicable) describe how you used the artifact in your teaching
- relate why you included the artifact in your portfolio
- relate why you “filed” the artifact under a particular standard
- describe how, according to your own self-assessment, the artifact meets the Emerging, Proficient, or Exemplary criteria on the relevant rubric
- describe how the artifact demonstrates your growing competence in the standard
Sample ePortfolio Reflection Sheet
The CSU Teacher is a Responsive, Reflective Professional: A Partner in Learning
Portfolio Checkpoint Assessment – Checkpoint 3 and 4
Toward the end of your Checkpoint 3 or 4 course or field experience, you will submit your Professional Portfolio for checkpoint assessment. Using the Checkpoint 3-4 Rubric (see Appendix E on page 41), the checkpoint assessor will review all of the artifacts, reflections, and rubric assessments filed under each of the 12 program standards. The assessor will then make a judgment as to whether the “evidence” demonstrates that you are at the unacceptable, emerging, proficient, or exemplary level for each of the 12 program standards. To be successful in Checkpoint 3 and be eligible for student teaching, you must meet the following criteria (also see Appendix B on page 24):
- All 12 outcomes must be assessed as Emerging or better
- At least 8 outcomes must be assessed as Proficient or Exemplary
- The Proficient or Exemplary outcomes must include Outcome 2 – Social Foundations, Outcome 3 – Knowledge of Subject Matter and Inquiry, Outcome 4—Knowledge of Development and Learning, Outcome 8—Instructional Strategies, and Outcome 10—Technology.
To be successful in Checkpoint 4 and be eligible for your teaching license, you must meet the following criteria:
- All 12 program standards must be assessed as Proficient or better.
|Student Name:||I am a sample|
|Date:||July 20, 2008|
|Title of Standard:||Assessment|
|Name of Artifact:||Copy of Unit Test: Poetry|
|Artifact Type||Required OR Optional|
Rationale Statement: Why is this artifact filed under the listed Standard? What does the artifact say about my growing competence? (Be sure to address the relevant items in the appropriate rubric):
This is a copy of a written test I developed during student teaching to assess how well my students met the following objectives of a poetry unit:
The test relates specifically to these objectives and is a good example of the kind of assessment that challenges students to use their higher order cognitive abilities.
Both my student teaching supervisor and I evaluated this test at the “Proficient” level. In addition, most students commented that it was fair and comprehensive—and even a little “fun” to take. I do, however, think that the test was a little “long” for the time allotted for the class. I would probably eliminate questions 7 and 11 next time. Overall, I think the test shows that I am competent at developing assessment instruments that challenge students and are keyed directly to learning objectives.
What is not shown in the artifact is how I have used the results of the test to plan changes to my unit. In analyzing and reflecting on the results, I have concluded that my students had trouble describing how Poe uses language to express feelings. The next time I teach this unit (or a similar one), I plan to incorporate many more examples from Poe’s poetry and from the poetry of others. I will also ask the students to engage in some imagery activities. For example, I will ask them to close their eyes and get in touch with their feelings as I read specific words, lines, or passages from various poems. We will then discuss their feelings and how other words might evoke similar or contrasting feelings. We might also discuss how hearing certain words at home, in school, or “on the street” evoke feelings.
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