Name of Student:
Reviewed by: Date:
Reviewed by: Date:
Reviewed by: Date:
The Masters Portfolio represents the comprehensive exam for the ILT Program. Using the attached rubric, three professors must pass the student's portfolio in order for the comprehensive exam to be rated "pass." An overall judgment of pass is given only if there are no revisions to be made. If revisions of portfolio items are necessary, the student has one additional opportunity to submit the revised item(s); the revisions must be submitted within one calendar year from the faculty's initial portfolio assessment.
As information and learning technology professionals, students are asked to demonstrate that they have met all six professional responsibilities addressed in the ILT program. This is demonstrated by building the portfolio with products or projects developed in the course of the program. Students are expected to include as many items as necessary to demonstrate proficiency in the six responsibilities.
Each portfolio item intended to demonstrate a responsibility should include the following points of analysis - either in the artifact itself or in an accompanying report:
--Statement of the problem addressed by the product or project
--Analysis of the situation, including the learners or participants, setting, external constraints and opportunities, and a statement of goals or objectives for the product or project
--Rationale for your approach or activities, including citations and references when appropriate
--Report on the results of the product or project
--Evidence pointing to the value or usefulness of the product or project
--Reflections on lessons learned as they relate to
your professional goals, next steps, and guidelines for use of
your work.
| Reflection Letter
1 to 2 pages, addressed to the ILT Program Chair; reflects on what you have learned in the program; clearly explains your professional goals and how the portfolio relates to those goals | Articulates professional goals
Reflects on how the program has related to those goals Reflects on how the portfolio relates to those goals | No or poor articulation of goals
No reflection on how the program has related to the goals No reflection of the relationship between the portfolio and the goals |
| Résumé
Details your experience and credentials for assuming the responsibilities of an information and learning technologist; organized and presented in a professional style | Up-to-date
Complete with all required items Includes education and experience Presented in a professional way | Out-of-date
Incomplete Omits relevant information or has gaps in time Disorganized or unprofessional presentation |
| Matrix
One page matrix which provides an overview of the portfolio. The left hand column lists all required items (similar to this review document). Right column lists all portfolio items that fulfill that requirement. | Lists all 8 other required items
(Letter, Résumé, and 6 Responsibilities) Shows which portfolio items fulfill which requirements Shows that all requirements are filled Well organized and easy to follow | Omits some requirement(s)
Omits some portfolio item(s) Some requirements not fulfilled Poorly organized or difficult to follow |
| Demonstration of Responsibility #1:
Continued improvement of professional practice that requires critical inquiry, professional development, and reflective practice (e.g., membership in professional organization, project report on a professional prese ntation, literature review or critique, collection evaluation) | Demonstrates effort at continued professional improvement
Provides evidence of professional practice Demonstrates involvement in professional community of practice | No demonstration of effort at continued professional improvement
No evidence of professional practice No involvement in professional community of practice |
| Demonstration of Responsibility #2:
Designs instruction or human performance strategy to meet the needs of learners (e.g., analysis of problem situation, design of instructional strategy consistent with analysis of the learning situation, use of situated learning models, use of collaborative learning strategies, experience as a facilitator vs. deliverer of knowledge) | Follows a coherent design model
Demonstrates consistency between elements of the design model Design or strategy is reasonable and supportable Design or strategy has a potential for success | Fails to follow a coherent design model
Lack of consistency between elements of the design model Difficult to follow or support the reasoning behind the design or strategy Design or strategy has little potential for success |
| Demonstration of Responsibility #3:
Uses a variety of media to deliver instruction to students and to engage students in learning (e.g., samples of tools and technologies designed to meet specific needs and objectives) | Provides example(s) of the use of a variety of media in support of learning
Chosen media is appropriate to learning objectives
Chosen media is appropriate in the learners' environment | Lack of variety in media chosen to support learning
Chosen media is not appropriate to learning objectives
Chosen media is not appropriate in the learners' environment |
| Demonstration of Responsibility #4:
Understands how to capitalize on the capacities and abilities of each learner (e.g., product or project which accommodates the special social, intellectual, cultural , environmental, and institutional aspects of the learners and their learning situation) | Demonstrates an awareness of the range of needs of learners
Demonstrates an ability to assess the capabilities of learners Design or strategy adequately capitalizes on the abilities of the learners and the features of the environment | Lacks awareness of the range of needs of learners
Lacks ability to assess the capabilities of learners Design or strategy fails to adequately capitalizes on the abilities of the learners and the features of the environment | ||
| Demonstration of Responsibility #5:
Manages complex projects and resources in support of learning (e.g., project report on leadership role in a situation which resulted in individual or organizational learning) | Demonstrates awareness of the complexity of a project
Demonstrates ability to manage resources in support of individual or organizational learning | Project not complex, or lacks awareness of the complexity of the project
No or poor demonstration of ability to manage resources in support of individual or organizational learning | ||
| Demonstration of Responsibility #6:
Uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations) | Demonstrates awareness of the role of assessment or evaluation in support of learning
Demonstrates use of appropriate assessment or evaluation techniques in support of learning | Lacks awareness of the role of assessment or evaluation in support of learning
No or poor demonstration of the use of appropriate assessment or evaluation techniques | ||
| Production Values
Overall Presentation. This refers to the overall look of the portfolio. | Portfolio has a professional look
Demonstrates principles of graphic, visual, and oral design Easy for the reader/viewer to proceed through the materials in an orderly fashion; dividers or other organizing devices are used effectively | Lacks professional quality in the appearance of portfolio
No or poor use of principles of graphic, visual, and oral design Difficult for the reader/viewer to proceed through the materials in an orderly fashion; ineffective use of organizing devices | ||