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Candidating Portfolio 2012 C2

New this year: The submission date is 15 December 2011. Caused by the Connexional committee being earlier in 2012and 2013. Note the change to valid courses for the learning section.- Courses of Further or Higher Education are valid for 5 years.- Other courses valid for 3 years, - see p.3 for more details.

Candidating Portfolio 2012

The portfolio is designed to give you the opportunity to express your personal journey of discernment; to show your understanding of your call; your participation in, and understanding of the Methodist Church; your reflection on leadership, and evidence of your engagement with learning.

It will be a significant piece of work building on the basic personal information you provided in your Application Form (C1). Together they will give the panels at District and Connexion a picture about you and your exploration of call to ordained ministry.

The portfolio is just a part, albeit an important part, of the process of testing your call to ordained ministry, presbyteral or diaconal. Those who are involved in the process of discernment want to ensure there is a 360 degree view of each candidate.

The Candidating Portfolio is a vehicle for the candidate to enable reflection and evaluation on their learning. It is also used by those engaged in the discernment process to assess the learning which has taken place. The academic level required is HE Level 1, which is the same level as Faith and Worship, and first year level of a university degree. Do not be intimidated by this because the evidence is that across all forms of learning motivated people do well, so concentrate on making sure the reader will see you as you really are.

People to contact:Your Superintendent MinisterYour minister if not the SuperintendentDistrict Candidates SecretaryTraining OfficerDistrict ChairThe Diaconal Order - for those exploring or intending to candidate for the Diaconate.A good mentor, ask your Super and DCS to recommend some one - you will find it essential to have such a person.

Most Districts have a Candidates Support Group, or know of one in the region. Your DCS will know.

Useful Addresses:Development and Personnel25 Marylebone RoadLondon NW1 [email protected]

The Methodist Diaconal Order26 St James RoadEdgbastonBirmingham B15 [email protected]

Also refer to www.methodist.org.uk/candidating and www.mdo.org.uk

Candidating Portfolio – HM Jan 2011

http://www.mdo.org.uk/

http://www.methodist.org.uk/candidating

mailto:[email protected]



Making a start with your own Portfolio:

The fundamental aim of the process of submitting this portfolio is to demonstrate your developing skills, knowledge and understanding in preparing to function as an effective reflective practitioner in ministry. You are encouraged to reflect on your own experience of ministry and to examine this critically in the light of theology and models of good practice.

This is where all the work and preparation really begins to tell. Experience suggests setting out the sections and laying down a first draft is beneficial even if that is a series of bullet points and notes in the first instance. It does not matter in which section you start. Wait until almost the end to write your concluding reflection and the introduction. Watch the word count in each section, it concentrates the mind to keep within it.

As you prepare your material have the following questions in mind:

The Candidating Portfolio should: give an account of your Christian journey illustrating key elements that contribute to your

development as an individual; explore and express your call to ordained ministry; demonstrate an understanding of the theology and theory underlying ministry; provide observations and reflections upon appropriate ministerial skills, qualities,

professional attitudes and behaviours; reveal an understanding of the expressions of Methodist theology; show an ability to reflect theologically and make theological connections between church,

life and the world. reveal development of self-awareness and the ability to evaluate ministerial practice; show engagement with Methodism’s structures, practice and ethos, beyond your own

Circuit and Church experience; identify your growth in faith, discipleship, prayer and vocational awareness; identify your skills and capacity to engage as a life-long learner.

What kind of course will be relevant for engaging with the learning section?

Where you wish to reflect on a course of HE or FE you have undertaken, remember they are valid for 5 years. That would mean you could reflect on such a course of study concluded after December 2006. Other courses need to be at least a weekend within the last 3 years, i.e. after December 2008.

The learning does not necessarily have to be all about theology. It could be a course on bee-keeping or law, the important thing being the engagement with such a course and the learning that could be demonstrated to have been acquired from taking the particular course.

Remember this is learning related to an application process for Ordained Ministry in the Methodist Church. Keep that purpose in mind. There are a wide range of courses available and, yes, bee-keeping would be fine, but the learning reflections, are likely to touch on God, community, relationships, justice, sharing, fellowship and being one of the followers of Jesus.



Candidating Portfolio requirements:Structure your portfolio in the following way. Overall the amount required in this submission portfolio is a total equivalent to 7,800 words from the candidate. Please keep within the word counts indicated below.

Cover page Please use the header sheet at p.16 of this document, as the first page of your portfolio.6

Introduction saying how your portfolio is set out, confirm this is your own work and make clear what you are trying to show (no more than 300 words).

Contents a numbered index of the four main sections which also identifies all the pieces of evidence in the appendix (one page).

1. Discerning – your call and journey of faith.

Write an account of your Christian journey and the key moments in it which bring you to the point where you wish to test a vocation to ordained ministry (no more than 1,500 words).

2. Reflecting - theological reflection on church and world.

There are two parts to this section:1. Briefly describe what you see as the essential features and charisms of presbyteral, diaconal

and lay expressions of ministry (no more than 500 words).2. Write a reflective observation of someone experiencing the ministry for which you are

intending to candidate. The observation should be sufficient in length to give a real appreciation of the work, normally about 30hrs (the 30hrs includes 10 hrs writing up time). Where you are intending to candidate for the Diaconal Order, please also contact the Order and attend one of the taster weekends - [email protected] This will be a significant section, no more than 2000 words and set out in the following way:

a. A brief description of the ministry situation.b. Ministry and Leadership

i. What have you discovered about the nature of the ministry observed and the gifts it calls for?

ii. What do you understand to be the model of leadership represented there?c. Growth in understanding.

i. What surprised you?ii. How it has affected your sense of discipleship and your understanding of vocation.

d. Collaborative Learning.i. What would you do differently if working in that context?

ii. What could you offer as feedback to the people in that context?e. A report about you (one side of A4) from the person you have observed in preparation

for your candidature, describing your engagement with the situation and people.




3. Rooting - understanding Methodism and forming Methodist identity. Choose one of the following:

a. Writers describe ‘Methodist Charisms’, how essential are they for the future?b. Give a Methodist account of how Christ is made present in the world today

Explore one of these two questions indicating your assessment of the thinking and writing of others as well as your own views. This should be no more than 1000 words.

4. Learning - engagement with the learning Church.

Contact the District Training Officer and discover what learning and training opportunities there are which will help to prepare you for candidating, and widen your knowledge of the church, the world and theology.

a. Write a reflection (no more than 1,500 words) on either a new course you have engaged in this autumn or a course you have completed recently (see paragraph on p.3 for eligible courses). Note: Faith & Worship does not count for this.

Use the following outline:I. explain what were the key elements.

II. what did you gain from the course/learning event and the overall experience?III. how have you applied this learning?IV. what if anything has changed in your thinking?V. include evidence from the course/learning event leader that you engaged in the

course/event.b. In addition review two books (no more than 300 words each) from different sections of

the list supplied on pp.13-14. See guidance on p.14.c. Describe other courses and learning events you have engaged with over the last 3 years

(no word count possible but be concise).

Conclusion should include some personal reflection on what you think is revealed by your portfolio (no more than 400 words).

Bibliography use a clear referencing system, the same throughout your portfolio.

Appendix with each piece of evidence numbered so that, if appropriate, you can use it several times in the four main sections.

Prepare your material in such a way that it can be comb-bound. Most towns have a printer or copier who can undertake this for you. Have 3 (three) copies made and post all three to arrive at the Development and Personnel Office by 15 December 2011. In addition send an electronic copy of the portfolio, in WORD format and as one document, without the appendices (i.e., cover-page to bibliography) to [email protected] before noon on the 15 December 2011.

The portfolio will then be marked and the moderation panel is set for early January 2012. The mark sheet will be made available to you, the District and Connexional committees. The portfolio and the mark will form part of the discussion about your learning and understanding.




Beginning the process

Building up materials for the portfolio:The first part of the process is to develop a system of gathering material and from that pool of resources choose the material on which to draw as you write your portfolio.

The fundamental aim of the portfolio is to help you develop your skills, knowledge and understanding of ministry. You are encouraged to use your portfolio as a structured piece of independent learning (i.e. learning which may be supported but for which you are responsible).

The Portfolio will:Provide a basis for discussion, dialogue, and reflection on your learning, experience, potential and understanding of their call to ordained ministry. Show evidence of ways in which if you become an accepted candidate, you might benefit from further training if recommended for training for Diaconal or Presbyteral ministry. Give opportunity for the Church to examine and explore your call to ordained ministry.

However, remember it is quality, not quantity which counts in a portfolio. For instance no need to submit a whole article, just the relevant phrase, sentence or paragraph – but do indicate the source. A portfolio will therefore contain:

Evidence of what you have learned in the past. In the portfolio gather the evidence of your past learning and experience in addition to building up reflections upon your journey of faith and exploration of a call to ministry. The information of previous learning will need to be included in the Application Form (C1) to be submitted by the 1 November 2011.

Evidence of your current learning. The evidence gathered will include examples of current study (during the last three years) and records of practical experience demonstrating learning, reflection and evaluation /observation of both strengths and areas of development in ministry.

Evidence of what you may need to learn in the future. The evidence presented will demonstrate the ability to think critically about ‘gaps’ in your understanding and experience and it will indicate some strategies for dealing with acknowledged areas for development.

Portfolios can be of personal value when they: have an element of a ‘reflective diary’ recording learning/experience as part of personal

development. establish a useful reference point for identifying and affirming your learning. celebrate achievements, value work done, raise self-confidence, and encourage motivation. give encouragement through documenting progress made. provide fresh opportunities for learning and insight. help build on your experience and clarify future goals in personal development.



Evidence which can be gathered in your Portfolio:

Paper generated: CV; documents; certificates; letters; self appraisal; personal history and testimony; work and church experiences; written memos or reports on meetings, journal or diary; Minutes or accounts of a meeting with reflection; summary of discussion or interview.

Study generated: articles, or notes on books that have challenged/helped your thinking; project work; assignments; reviews of books or summary of reading sessions.

Experience generated: production of leaflets; workshop notes; placements; missions; Christian service within and outside the Church; a resume and reflections on the different forms and Orders of Ministry.

Worship generated: prayers; sermon; worship material; working notes preparing for a special service etc.

Reflection generated: meditations; poetry; flow charts; diagrams; analysis of situations/statistics; action plans; art; drama scripts; drawing; sculpture; skills list; life map; questionnaires; research; personality type indicators.

Testimony generated: a report on something you did by someone else who was there. (Ask them to sign and date it, and indicate who they are - e.g. friend, colleague, superior, etc); evaluation forms and statements; written comments; observations or feedback/evaluations from another person; evidence from your minister/tutor/associate is particularly valuable; press cuttings; testimonial/thank you letters/cards.

Photograph or video generated: mime; video can illustrate how you carried out a particular task or activity (taken by you or by someone else - a brief explanation may be needed). If you are including photos or video, send on a CD – supply three copies.

Audio generated: a CD of a meeting or a discussion to show how you contributed to a course or study group (supply three copies).

Computer generated: PowerPoint productions; websites, blogs and network sites; Internet material with reflection. If you are sending as part of the appendix, include on a CD (supply three copies).

In any other form you can come up with, provided that someone else can easily understand it and it really does show what you know or what you can do. Be creative!

Show not only what you have done but also show what you have learned from what you have done and are learning from what you are doing. It is worth taking the time to think out how you might present your evidence in such a way that others can make sense of it. Your mentor will help you discover gaps where you still need to learn/develop, and may suggest ways of filling gaps.

Think about how to make use of your material: page numbers; colour coding; highlighting; dividers; and make sure each piece of evidence is referenced in a way that makes it clear to what it refers.



Using evidence in the Portfolio:

Evidence should be appropriate and clearly related to the point you are making. Suppose you want to show that you have developed listening skills. You could have been on several "listening" courses and possess certificates or writing from these courses which can show that you have knowledge about good listening practice. It may not show, however, that you are a good listener! Perhaps a letter from someone who has written to you saying how you helped them by listening, needs to be added to ensure that your evidence is about you skill not just your head knowledge. Alternatively an entry from your journal showing how you applied the learning.

You are not just judged by the quantity of the evidence you produce but its quality. The assessor will be interested in whether your evidence is appropriate and relevant and, for instance shows your journey or learning experience. Concise and clear evidence is best. You should sift evidence before you submit it and add comments as to why you have chosen this piece of evidence and how it relates to the point you are making.

In a portfolio presentation evidence may be cross-referenced to illustrate points in a number of areas. This saves both space and time. By carefully organising your evidence and accompanying notes you can show you have evidence in the one set of materials for several different sections of the Portfolio.

Criteria for evidence:

Evidence in a portfolio should be Sufficient, Current, Authentic and Valid

a) Sufficient - How much evidence do you need?There are no simple rules about how much evidence is enough for a portfolio. However, guidance is given in assessment description above.Remember

it is quality that counts, not quantity. take note of any specific guidelines found in the assessment description. you will need to include evidence from ministry observations including feedback, where

appropriate.

b) Current - What is the ‘shelf-life’ of your evidence?While ‘Prior Learning’ is important, there is no mileage in spending all your time searching the attic for things you did a long while ago. It is more important to show you can now do what is required. Technically in Higher Education evidence is ‘live’ for five years, but in this portfolio for candidating, evidence more than three years old at the point of submission is rarely acceptable, unless you can demonstrate its current relevance.

c) Authentic - Is this really ‘your own work’?What is being looked for is evidence of what you can do, your reflections, your understanding and it must be your own work. You can include evidence from other people about your work, such as feedback evidence. Make sure all quotations are properly referenced, see below.



d) Valid - Is this evidence actually relevant?You might collect a great deal of evidence, but not use it all for your Portfolio. As you include any piece of evidence, you should try to make clear how it fits the requirements of the assessment. You will take part in lots of other work, and it may all be very interesting, but may not be strictly relevant to the criteria laid down. When you finally prepare the submission portfolio keep before you the questions on the assessment and find evidence to fit it – rather than looking at the evidence and finding a place to use it!

In summary:

Evidence is stronger when it can be corroborated from more than one source. Evidence may be better understood when commented upon and annotated personally. The evidence you include should show what you have learned and what you can do! Evidence may be used more than once, as it may indicate competence in several areas.

The process of collecting evidence in your portfolio can start as soon as you like, and your mentor will help you with advice and suggestions about what is needed. It is worth thinking out how you might present your evidence in such a way that others can make sense of it.

You will need to set out your evidence clearly. Anyone who reads and assesses your work will not spend time searching out what you mean - nor will they have you there to explain it. So keep it simple for them.

Feedback evidenceObtaining appropriate feedback and using this as a tool for learning and development is an important ministerial skill. The inclusion of feedback evidence in your portfolio is therefore both a way to demonstrate particular knowledge and skills, and evidence of your development as a reflective practitioner. Feedback evidence may include marking or comment on work presented within the portfolio.

ConfidentialityMaintaining appropriate boundaries of confidentiality is an important ministerial skill. You need to ensure that you do this in your work. This may include, for example, asking permission to include things others have written as witness evidence, or changing names in your accounts of events so the individuals cannot be identified. It may also be appropriate at times not to include an item of evidence itself in what you submit for assessment, but to describe its significance and ask someone who may properly see the original to testify (sign and date) that what you have written is a fair account.

ReferencingIndicating the source of a quote, event, experience helps the reader to place the evidence in context. With a book or article a suggested method is included below. For an event, observation, experience a brief note will assist the reader to assess its value. For instance it may help to identify: the context from which the evidence was drawn; why it was selected; reflection on what it reveals about the learning which has taken place; identifying which particular knowledge, concepts, skills and attitudes have been addressed.



For books and articles there are many methods of referencing, but do maintain the same method throughout and begin the discipline early of referencing all the information, or you will have to go back to the sources to retrieve information - difficult if it was a borrowed book! For instance one way to make sure you have all the info you need is to follow this simple referencing system:

Surname, comma, Christian name or initial/s, comma, title of book in italics, comma, place of publication, colon, publisher, comma, date of publication, full stop.

e.g.: Mellor, G.H., Cliff More Than a College, Calver: Cliff College Publications, 2005.

Teaching and learning strategies

Throughout the candidating process there are inherent teaching and learning strategies adopted which acknowledge that candidates bring a diversity of experience and have a range of preferred learning styles. The development of the portfolio is the opportunity to provide a balance between provision of information and opportunities to actively assimilate, apply, question, debate and critically reflect. The process will:

introduce you to and encourage you to engage in new areas of knowledge. You will also be given the opportunity to broaden and deepen your existing knowledge and to apply your full range of learning to exploring your vocation.

encourage you to engage in analysis of concepts, theories and practices and to test your analysis against received understandings and practices;

give you the opportunity to acquire, and reflect on, practical experience in a range of activities relevant to exploring ordained ministry in the British Methodist Church;

encourage you to engage in detailed reflection. You will be asked to reflect on new knowledge and understanding and on your own learning experiences.

A final checklist to go through before your portfolio is submitted:

Have I:1. ensured that all main sections are evidenced in some way?2. presented it well and can I (and the reader assessing it) find the way around?3. included all the sections set out on pp.4-5?4. given some explanation of what each item in the appendix is for?5. produced a content/index/cross-referencing system, which is easy to follow?6. provided enough evidence, is it up-to-date, proof of my abilities and relevant?7. provided too much evidence that would have more impact if pruned?8. included anything that I (or someone else) would prefer to remain confidential?9. shown it to my mentor and considered seriously their advice?10. included important references and appropriate bibliographies?11. checked all quotations are referenced.12. prepared three CDs – one for each hard copy? (if appropriate)

Check you have allowed enough time for the printer/copier to produce three copies, comb-bound to send to the Development and Personnel office by 15 December 2011.

Also send D&P an electronic version (WORD format) of the portfolio less the Appendices. Please do not send in other formats, e.g. as a pdf.



Roles and responsibilities:In all things you need to be in touch with your Superintendent Minister and the District Candidates’ Secretary.

Your responsibility as a candidate:It is your responsibility to be actively engaged throughout the process. You should be both proactive and reflective in taking on responsibility for your own learning and development.

Your role includes: Acting in a professional manner at all times; Reflecting on and analysing your own practice and development during the process through

discussion and assignments; Undertaking the reading, research and tasks involved in this process and where you have

meetings coming to those sessions fully prepared so that you are able to take an active role; Completing and handing in drafts to the Mentor punctually and final submission to D&P on

time. Taking part in reflection on, and evaluation of your journey through this process of

candidating.

Portfolio MentorA key part of the process of developing your process is working with your mentor who will be someone in ministry or training who can act as ‘critical friend’ to accompany you through this process. Your Superintendent or the District Candidates Secretary will be able to suggest someone. A mentor may have experience as a Local Preachers Tutor, or be working in education or known as a person who knows how to reflect and develop from learning and experience. The role of the mentor is:

To help you develop a learning plan and monitor progression; To help you select the evidence to put in your portfolio; To help you build your portfolio; To comment on the completed portfolio. To ensure it is sent in on time and in the correct formats.

You need to work with your mentor by: Contacting them and having regular meetings; Providing work well before deadlines to give them time to read it and respond.

You are likely to meet with your mentor more often at the beginning of the process.

Mentors are not: Subject specialists in all areas; Providers of pastoral care; Spiritual directors; Supervisors of your work-based learning.



Pastoral care of CandidatesThe pastoral care of candidates is to be found in the local church and Circuit, and your own systems of support. Your minster and Superintendent Minister will be the ones to offer appropriate pastoral support during candidating. Portfolio mentors may be involved in pastoral care of the candidates but this is not their primary role.

IllnessIf it is established to the satisfaction of the responsible Connexional Team officer that a candidate’s late submission of the Candidating Portfolio was due to illness or other cause found valid on production of acceptable evidence, the Coordinator will advise the Candidate and the District and Connexional Committees on what course of action to take.

DisabilityIf a candidate is unable, through disability, to be assessed by the normal methods, examiners may vary the methods as appropriate and in accordance with usual policy in Higher Education, bearing in mind the objectives of the Portfolio and the need to assess the candidate on equal terms with other candidates. Variations on the procedure should be agreed in advance with the responsible Connexional Team officer.

Assessment

The Portfolio will be assessed on the following basis:

Grade A mark 70% or moreGrade B mark 60-69%Grade C mark 50-59%Grade D mark 40-49%Grade E mark of less than 39%Candidates with a mark of E may proceed but panels will want to explore with the candidate their ability to work in ministry at the required level.

What happens when D&P gets the Portfolio?It is vital to have your three hard copies by 15 December because immediately on that day we send one copy to the connexional marker and one to the District Candidates’ Secretary so one of the District panel can read everything you have submitted. A copy will also be made available to the CSC panel that you meet.

The portfolios are marked by Connexional assessors who are all working at learning institutions of Higher Education and therefore experienced in marking at this level. The portfolios are ‘second marked’ and then the markers gather in early January 2012 to confirm the marks, moderate any differences between the markers, and deal with any outstanding issues. The mark awarded by the Moderators’ Meeting is final. It will be communicated to you as soon as possible.

All the panels that meet you at the District and Connexional Committees will receive a copy of the portfolio material that you send to D&P as an e-mailed attachment.



Candidating Book List

These books have been selected to support your learning and thinking as you prepare for the candidating process. Choose two books, from different sections for your book reviews.

DiscerningShreeve E. & Luscombe P. (eds), What is a Minister?, Peterborough: Epworth, 2002.Aitchinson R. The Ministry of a Deacon, Peterborough: Epworth, 2003.Francis Dewar, Called or Collared?, London: SPCK, new edition 2000.C. Cocksworth and R. Brown, Being a Priest Today, Norwich: Canterbury Press, 2006.Francis Dewar, Live for a Change, London: DLT, 1988.Henri Nouwen, The Wounded Healer, London: DLT, 1990.Stephen Platten, Vocation: Singing the Lord’s Song, London: SPCK, 2007.Steven Croft, Ministry in Three Dimensions, London: DLT, 1999.Roger Walton, The Reflective Disciple, Peterborough: Epworth , 2009.Rob Frost, David Wilkinson and Joanne Cox, The Call and the Commission, London: Paternoster, 2009.

ReflectingSusan Durber: Preaching Like a Woman, London: SPCK, 2007.Ward Rosie, Growing Women Leaders, Abingdon: BRF, 2008.Ballard P. & Prichard J. Practical Theology in Action 2nd Edition, London: SPCK, 2006.Steve Croft (ed), Mission Shaped Questions, London: Church House Publishing, 2008.Margaret Silf, Wayfaring, London: DLT, 2001.W.H. Vanstone, Love’s Endeavour, Love’s Expense, London: DLT, 1978.S. Barrington-Ward and Brother Ramon, Praying the Jesus Prayer Together, Abingdon: BRF, 2001.Richard Foster, A Celebration of Discipline, London: Hodder, 2008.Gerard Hughes, God of Surprises, Abingdon: BRF, 1993.Henri Nouwen, The Return of the Prodigal Son, London: DLT, 1994.

RootingMartyn Atkins, Resourcing Renewal, Peterborough: Inspire, 2007.Thomas Langford, Methodist Theology, Peterborough: Epworth, 1998.Gordon Wakefield’s Methodist Spirituality (1999) Peterborough: EpworthBarrie Tabraham, The Making of Methodism, Peterborough: Epworth, 1995.Curran L. & Shier-Jones A. (eds) Methodist Present Potential, Peterborough: Epworth 2009.Turner, John Munsey, John Wesley: The Evangelical Revival and the Rise of Methodism in England, Peterborough: Epworth, 2002. Ralph Waller, John Wesley – a personal history, London: SPCK, 2003.



LearningAlister McGrath, Dawkins’ God, Oxford: Blackwell, 2004.Keith Ward: Christianity: A Very Short Introduction, London: SPCK, 2000.Croft S. & Walton R., Learning for Ministry Making the Most of Study and Training, London: Church House Publishing, 2005.Margaret Cooling, Creating a Learning Church, Abingdon: BRF, 2005. Jeff Astley (ed.) Learning in the Way, London: Gracewing, 2000. Jeff Astley (ed.), How Faith Grows, London: Church House Publishing, 1991.Anthony Reddie, Nobodies to Somebodies, Peterborough: Epworth 2003.

Mission and Global IssuesScott J. Jones , The Evangelistic Love of God and Neighbour, Nashville: Abingdon, 2003.Jeffry Sachs, The End of Poverty, London: Penguin, 2005.Vincent Donovan: Christianity Rediscovered, London: SCM 1983Ann Morisy, Journeying Out – A New Approach to Christian Mission, London: Continuum,2004.Eddie Gibbs and Ryan Bolger, Emerging Churches, London: SPCK, 2006.Marijke Hoek and Justin Thacker, Micah’s Challenge, London: Paternoster, 2008.Graham Tomlin, The Provocative Church, London: SPCK, 2008.

Preparing to write a Book ReviewThe book reviews only have 300 words so it needs to be brief. However you may find the following helpful:

Explain the main argument(s) of the book. Describe the author’s conclusion Offer your own observation on the arguments Are there things missing? Is there anything you disagree with? Your overall comment on the book



Grade Descriptor for the Candidating Portfolio

GradeAnalysis:argument, grasp of issues, evaluation, interpretation.

Knowledge and understanding of the Methodist Church, ecumenical partners, pastoral and global issues, ministry and mission, theology and scripture.

Reflection on practice and experience of own journey of faith, deepening discipleship, call, ministry and mission and relations with others.

Presentation of portfolio.

Grade A

70% and above

Excellent coverage of subject; addresses relevant issues in an interesting manner; displays creative interpretation; excellent argumentation.

Displays excellent knowledge and understanding of all relevant issues, making connections between disciplines.

Excellent reflection on practice; good awareness of theological and practical dimensions, making appropriate connections with written material and observations.

Portfolio very well structured and signposted, very clearly displaying evidence of learning. All evidence very highly relevant. Extensive annotated bibliography. Correct referencing.

Grade B

60-69%

Good coverage of subject; addresses relevant issues well; shows strong ability to evaluate; good argumentation.

Displays good knowledge and understanding of most relevant issues and evidence of some integrated learning.

Good reflection on practice; awareness of theological and practical dimensions, with some illustration from written text.

Portfolio well structured and signposted, very clearly displaying evidence of learning. All evidence highly relevant. Good annotated bibliography. Correct referencing.

Grade C

50-59%

Satisfactory (largely descriptive rather than critical) coverage of subject; recognises relevant issues; shows satisfactory ability to evaluate; solid sense of argument.

Displays satisfactory knowledge and understanding of many relevant issues.

Satisfactory reflection on practice; some awareness of theological and practical dimensions and other learning.

Portfolio satisfactorily structured and signposted, clearly displaying evidence of learning. All evidence relevant. Satisfactory annotated bibliography. Generally correct referencing.

Grade D

40-49%

Some coverage of subject; failure to recognise some essential issues; weak sense of argument; little independent interpretation; issues not directly addressed.

Displays some knowledge and understanding of some relevant issues.

Largely descriptive; limited reflection; limited awareness of theological and practical dimensions and other learning.

Portfolio shows some signs of structure and signposting, and displays some evidence of learning. Most evidence relevant. Limited but adequate annotated bibliography. Clear attempt at referencing.

Grade E

Less than 39%

Little treatment of subject; little or no recognition of issues; little or no argumentation; no independent interpretation; issues not addressed.

Displays little or no knowledge and understanding of relevant issues.

Little or no reflection; little or no awareness of theological and practical dimensions.

Portfolio shows little or no structure or signposting; evidence of learning unclear. Much irrelevant evidence. Inadequate annotated bibliography. Poor referencing.



Candidating Portfolio 2012 C2Name:

Circuit name: Circuit number: /

District:

Final mark:

When complete, send three identical copies of the full portfolio text, comb bound, by post to arrive at the Development and Personnel Office of Methodist Church House by 15 December 2011.

Please also send an electronic copy of the portfolio (using WORD, one document please), without the appendices, to [email protected]

We will send an e-mail acknowledgement of receipt.



1€¦ · web viewin addition send an electronic copy of the portfolio, in word format and as one...

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