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Grading Rubric for Dispositional/Code of Ethics Essay
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There sno clear “The introduction st | The introduction Px inroduction Sinving. |
(Coverage of Code of
| Ethies
Taformaiion eludes no
reference tothe Georgia
Code of Ethies for
Edeators eleven
standards.
| purpose, but does not
adequately preview the
| suture ofthe paper and
| doesnot engage the reader.
|
Tnformation includes Few of
the Georgia Code of Ethies
| for Edusatoes eleven
standards
| the purpose ofthe paper,
previews the structure ofthe
paper, but does not engage the
reader
Trfonmation includes most of
the Georgia Code of Ethics
for Educators eleve
| standards
‘more about the candidate
| ideas, and clearly
‘main points and the purpose of
the paper.
\
information nelodes &
thorough delineation and
synthesis ofthe Georgia Cod
(of Pthis for Educators eleve
srmpdands and clearly
eulates the dispositions of |
smbral and ethical educators
[Tategration of
| Experiences, Bells,
| Does not include
‘examples of personel
‘Difers few examples of
experiences, values, and
iets 0 ilustrate
‘Offers examples, values, nd
beliefs to illustrate the
commitment 10 most
Offs quay raison |
examples about personal
| Gispostions moray or | morality or etic. ethics. ‘Giggostions, morality or ethics.
| | | discussion.
| ‘Incorporation of There are no | There are few connections Most connections between the | There is a strong: ‘connection
‘Conceptual ‘writer's views on ethics | expression of ethics and ‘and morality in conjunction expression ethics and morality |
Coc) |imieanenee | Stem eta sueiomscmeral | Renee
| Framework and Dispositions,
Sequencing! T Points are not in logical ] Few points are in logical ‘Mos: points are made in a All points are made in a logical
Transitions | order. The paper lacks | order; the way they are | logical order; the way they are order; the smooth fiow
| ee
| transitions between ‘imcult to follow and less | the writing difficult to follow | intelyst of the reader and |
| | are unclear or transitions work well; but ‘reader, Transitions show how | A vafiety of clear transitions /
nonexistent. | connections among ideas ‘ideas are connected, but there ised. They clearly show |
| are fu is little variety. | how ideas are connected.
‘Conclusions: is ne clear | The conclusion is | The conclusion is T The conclusion is strong and
| conclusion; the paper
|
Suche summary | eupseveral lose enes lose endsinesummary | wiring of ==
iesimpiy | staement |e te man
et, locks fread to the
re, uses 2 quot |
- unigue experience.
nical Srrors [Sea Eanes Sas vo eon grammar, | No grammecl capAalzaion
ation | capitalization. speling, or | capitalization eh | spelling, or puncuation errors
| Sr ens imerup | pnstuaion eres the | purus: te ger ise the paper is exceponally £5
the ow Errors invert te flow. _| tread toread
Proper
| Citations
T all sourees (information
| and graphics) are accurately
| documented, but many a=
| not in APA format
Al sures (aformation and
frags) ae accurately
| documenea, bua few ae not
| imAPA format
/ All sourees (infor
sphics) are accurate!
curented in APA format