Grading Rubric for Philosophy Paper — Portfolio It a — Sinapso“ owe _Lif ig] ‘You will write a 5-page paper using APA style, re-examining your philasophy. ‘The philosophy paper for Portfolio should be different from the one that was written for Portfolio I, and should describe how your personal philosophy has evolved since submission of Portfolio I. Your evolving philosophy should be based on your Experiences, textbooks, research, (eld observations, reflections, course readings, ad discussions, as wel as other cornices, You should examine various philosophies of education, including constructivism, and discuss how these philosophies impact your personal philosophy. The Portfolio Il paper should exemplify growth in the understanding Jind articulation of your philosophy of edueation. One of the essential questions is: “How does my personal philosophy reflect the tenets of the Education Department's Conceptual Framework?” Name CATEGORY # Heel 3 eect Length of Less than Three Three double- | Four double-spaced |" Five or more double- Paper double-spaced pages | spaced pages pages i spaced pages Introduction | There is no clear “The introduction —_| The inuoduetion “Theliniroduction is inviting, introduction tothe states the purpose, but | clearly states the | encourages the reader to purpose of the paper or | does not adequately | purpose ofthe paper, | learn more about the its structure, preview the structure | previews the structure | candidate's philosophy, and ‘ofthe paper and does | of the paper, but does | ctedfy states the main hot entage the reader. | not engage the reader. | poinfs and the purpose of tho Phper. Coverage of | Tnformation inches | Taformaton ineludes [Taformation incindes "Information inclndes Teaching | ery few, ifany, ofthe | few ofthe knowledge, | some ofthe thorough delineation ofthe Dimensions | !nowledge skills, and | skills, ond knowledge, skills, | knowledge, skills, and dispositions of effective ‘and dispositions of | dispositions of effective Teachers articulates few | effective eachers; | effective teachers; | teachers; clearly articulates best practices of| articulates some best | clearly articulates iy best practices of effective teachers practices of effective | several best practices | effective teachers seit teachers | of effective teachers aia Integration of | Does not include Offers few examples | Offers examples, | Offers quality details and Experiences, | examples of personel | ofexperiences, values, and beliefs to | examples about personal Beliefs and | e*petieness, values, or | values, and belicfs to | illustrate the experiences, values, of vain beliefs related to ilustate commitment | conmmitment to most} Uyliefs to illustrate support dispositions to dispositions. disposi ‘olfispositions ‘Examples add litle to __| the discussion sect Tncorporation | Connections between | There is little "There is some "There Isa sirong connection iETheories. | the witer’s expression | connection between | connection between | between the writer's Gnd Readings | © Philosophy and the writer's the writer's ‘expression of philosophy curriculum theory, expression of| expression of and curriculum theory, practice, constructivist | philosophy and philosophy and pipctice, constructivist theory aud readings | curriculum theory, | curriculum theory, ry and readings ‘completed in courses are | practice, practice, Ampleted in courses. All Cinclear or unrelated, | constructivist theory | constructivist theory | pats are supported vith and readings. and readings rolbrences. completed in courses. | completed in courses. Few points are ‘Most points are supported with supported with references. references, Page 1 ofGrading Rubric for Philosophy Paper — Portfolio II _Date: Revised avi 1 2 —- Transitions ‘Many points are notin logical order. The paper lacks organization. ‘The transitions between paragraphs andlor are unclear or nonexistent. Some points are not in| logical order; the way they are presented makes the writing difficult to follow and {ess interesting. Some transitions work well; but connections amoug ideas are fuzzy. Points are made in @ logical order; the way they are presented netimes makes the ‘writing difficult © follow or less imerosting for the reader, Transitions, show how ideas are ‘connected, but there is lite variety. T Poin are mad na Togieal oer; the smoath lowe effectively maintains the inte i reading, A variety of clear) farly show how ideas are | fanected. | rest of the reader and oases the ease of witions are used. They ‘Conclusions ‘There isno clear ‘conclusion; the paper xls with no summary statement. Itsimply ends. “The conclusion is up several foose ends, “The conclusion is recognizable; ties up ‘almost all loose ends ina summary statement. and "Fhe conclusion is sirong suimary statement, looks leaves the reader with derstanding, of the 's points; offers 2 forbard tothe future, uses a qubto, cites a unique annie Hee experience, ete. Mechanical | Many grammatical, | Several grammatical, | One or wvo errars in| No grammatical, Errors spolling, or punctuation | capitalization, ‘grammar, capitalization, spelling, or cetvors; errors interrupt | spelling, or capitalizatioNgnd/or | punctuation exrors; the the flow punctuation errors; | punctuation; the paper is exceptionally easy the errors interrupt the | paper is easy fOyead. to read. flow. Proper Use of | inadequate numberof | Atleast Ssources Atleast S sources [5 sources (information and Citations sources, or the sources | (information and information and} graphics) ate accurately are nat accurately graphics) are graphics) are logumented in APA format documented. accurately accurately documented, but documented, but a ‘many are not in APA | few are not in APA format format faa Evi Tndicates that Cites one clear and | Cites atiessttwo | Citgs at Teast three clear and Continued | philosophy has evolved, | concrete examples of | clear and concrete te examples of ways Enolution of | butcites no examples | way philosophy has | examples of ways | phRosophy has evolved Peon evolved philosophy has Philosophy —_| Hs evolved a 30/40 score with no ‘1's ‘ge Page 2 of 2