Georgia Southern UniversityHigher Education Administration ProgramAssessment #1End of ProgramRubric: Portfolio

Student Name: Jessica L. GoreEagle ID: 900794495Evaluator:_______________________Date: April 10, 2015

Program Learning OutcomeDoes Not Meet ExpectationsMeets ExpectationsExceeds ExpectationsPoints Earned

Rating123

1. Candidate is able to demonstrate the ability to reflect on program participation by compiling an introduction. Candidate provides fragmented or incomplete reflection on program participation.

Candidate provides fragmented or incomplete report of participation in program activities.Candidate provides proficient analysis of program participation.

Candidate can clearly and succinctly incorporate program participation within the context of overall program activities and requirements.

Candidate provides a well-developed reflection on program participationAll aspects of Meets Expectations proficiency in this Learning Outcome are demonstrated, plus the following:

Interconnections between program participation and program activities are clearly articulated. Comments:3

2. Candidate is able to document participation in program assessment by inclusion of key assessments in the Portfolio.Candidate fails to include the three key assessments (Self-reflection, Professional Development Plan, and Historical Monograph) in the Portfolio.Candidate presents the three key assessments in the Portfolio.

Key assessments are clearly and logically presented within the context of the Portfolio.All aspects of Meets Expectations proficiency in the Learning Outcome are demonstrated, plus the following:

Candidate demonstrates the interconnections between the key assessments and other elements of the program.Comments:3

3. Candidate is able to identify, develop and articulate a plan to correct any reported or perceived deficiencies and to improve any incomplete or underdeveloped skills demonstrated in the Portfolio.Candidate fails to identify any reported deficiencies.

Candidate fails to identify any incomplete or underdeveloped skills.

Candidate fails to articulate a plan for improvement.Candidate clearly identifies reported professional deficiencies.

Candidate identifies incomplete or underdeveloped skills.

Candidate presents a logical plan for improvement of skills that were identified during program participation. All aspects of Meet Expectations proficiency in this Learning Outcome are demonstrated, plus the following:

Candidate us able to demonstrate the interconnectedness of the plan for improvement and candidates participation in the key assessments. Comments:2

4. Candidate is able to demonstrate program completion by developing and writing a summary.Candidate fails to present sufficient examples of program participation.

Summary is fragmented or incomplete.

Summary does not contain all the specified elements.

Summary is not clearly written or needs editingCandidate presents a Portfolio that contains numerous examples of work completed during program matriculation.

Candidate presents a Portfolio that contains examples of multi-media presentation.

Candidate includes all specified elements of the summary.

Summary is clearly written and demonstrates candidates writing ability. All aspects of Meets Expectations proficiency in this Learning Outcome are demonstrated, plus the following:

Candidate is able to demonstrate an understanding of the program activities and the candidates assessment of the benefits of program participation.

Comments:3

Rating Scale:ScoreRatingGrade

4Does not Meet Expectations65

5-7Does not Meet Expectations75

8-10Meets Expectations85

11-12Exceeds Expectations95

Overall Rubric Score out of 3: 3 Dispositions Rubric for College of Education Graduate Programs

Candidates Name: Jessica L. GoreCourse/Semester/Year: Spring 2015

Evaluator: ___________________________________________Program: M.Ed. Higher Education Administration

Evaluation Interval: #1____#2__Other

This instrument is used to rate each element relative to expectation levels of students within their current program. These expectations may differ among programs due to different contexts and graduate levels.Score using whole numbers 1, 2, or 3.

Unacceptable: Score of 1Acceptable: Score of 2Target: Score of 3

Candidate demonstrates the behavior below 70% of the time. When given feedback, the candidate continues the behavior below 70% of the time.

Descriptor: rarely

Candidate demonstrates the behavior between 70% and 89% of the time due to self initiative and/or feedback.

Descriptor: regularlyCandidate demonstrates behavior 90% or more of the time due to self initiative and/or feedback.

Descriptor: consistently

1. Commitment to Knowledge, Skills, and Dispositions of the Profession

Unacceptable (1) Acceptable (2) Target (3) Score

a.Candidate rarely uses and applies current educational research and theory related to inform discipline specific educational practice.

Candidate regularly uses and applies current educational research and theory to inform discipline specific educational practice.Candidate consistently uses and applies current educational research and theory to inform discipline specific educational practice.

2

b.Candidate rarely demonstrates professionalism in decision making, rarely uses input from others, and rarely is decisive when needed.

Candidate regularly demonstrates professionalism in decision making, regularly uses input from others, and regularly is decisive when needed.

Candidate consistently demonstrates professionalism in decision making, consistently uses input from others, and is consistently decisive when needed.

3

Comments: Through my studies in the M.Ed. program, I have been able to actively use my knowledge obtained in class to assist me in my current field of work in Admissions. Although I have learned how educational theories can be applied to various areas of higher education, I have not had a lot of opportunities to put this knowledge to use. However, through continued research in various areas of higher education, I have come to realize how current events at one institutions can and may effect my home institution as well as how to learn from other administrators from across the county.

2. Commitment to Diversity

Unacceptable (1) Acceptable (2) Target (3) Score

a.Candidate rarely plans educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences (e.g. ethnicity, gender, race, socioeconomic status, exceptionalities, language, religion, sexual orientation, and geographic area.)

Candidate regularly plans educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences (e.g. ethnicity, gender, race, socioeconomic status, exceptionalities, language, religion, sexual orientation, and geographic area.)

Candidate consistently plans educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences (e.g. ethnicity, gender, race, socioeconomic status, exceptionalities, language, religion, sexual orientation, and geographic area.)

3

b.Candidate rarely implements educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences.

Candidate regularly implements educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences.Candidate consistently implements educational practices that demonstrate awareness, sensitivity, and expression of fairness related to the commitment that all students can learn regardless of differences.

3

Comments: Through my current position in Admissions, I am constantly area of the effects of diversity on an institution of higher learning. I have learned how to work with students and adults from various backgrounds as well as how to connect them with the proper resources to ensure that they are successful. The M.Ed. program helped to expand my knowledge and skills in this area by introducing me to several learning theories as well as ways in which to work with some populations of students I have yet to come into contact with. The multi-cultural and contemporary college student were the two classes that really focused on the concept of diversity and how I can more actively involve myself in a continued commitment to diversity.

3. Commitment to Technology

Unacceptable (1) Acceptable (2) Target (3) Score

a. Candidate rarely integrates technologies as appropriate to maximize learning opportunities for all students.

Candidate regularly integrates technologies as appropriate to maximize learning opportunities for all students.

Candidate consistently integrates technologies as appropriate to maximize learning opportunities for all students.

2

Comments: Learning how to integrate technology into my educational journey was something that I truly enjoyed; and am still learning about. I believe that because of the time I took off from my undergraduate experience and my graduate experience left me out of the loop on new technologies used in education. The instructional technology foundations course helped extremely with gaining knowledge on how to use various resources for my classes and for work. I know that because technology is continuing to grow and change, I will need to actively engage myself in learning about new uses for technology in an educational atmosphere.

4. Commitment to the Practice of Continuous Reflection and Assessment

Unacceptable (1) Acceptable (2) Target (3) Score

a.Candidate rarely engages in systematic self-assessment and reflection.Candidate regularly engages in systematic self-assessment and reflection..

Candidate consistently engages in systematic self-assessment and reflection..

2

b. Candidate rarely accepts and responds to feedback in a professional manner.

Candidate regularly accepts and responds to feedback in a professional manner.

Candidate consistently accepts and responds to feedback in a professional manner.

3

Comments: I am a firm believer in constructive criticism and the ability to learn from it. I always found the feedback from the professors in the program to be enlightening and conducive to my learning style. The area that I lack in is that of self-reflection. I have found that I am able to pinpoint my strengths and weaknesses, but not always to act or improve upon them without motivation from an outside force. This is an area I am currently working on, especially through the completion of this portfolio.

5. Commitment to Professional Conduct

Unacceptable (1) Acceptable (2) Target (3) Score

a.Candidate rarely honors academic and professional commitment (e.g., class meetings & assignments, advisement meetings, scheduled chats & discussion boards, field and/or clinical experiences).Candidate regularly honors academic and professional commitment (e.g., class meetings & assignments, advisement meetings, scheduled chats & discussion boards, field and/or clinical experiences).Candidate consistently honors academic and professional commitment (e.g., class meetings & assignments, advisement meetings, scheduled chats & discussion boards, field and/or clinical experiences).

3

b.Candidate rarely takes responsibility for his or her actions.

Candidate regularly takes responsibility for his or her actions. Candidate consistently takes responsibility for his or her actions.

3

c.Candidate rarely acts professionally appropriate in all settings (e.g. in person, email, phone calls, online). This includes communication, appearances, the sharing of personal information, and relationships within the professional environment.

Candidate regularly acts professionally appropriate in all settings (e.g. in person, email, phone calls, online). This includes communication, appearances, the sharing of personal information, and relationships within the professional environment.

Candidate consistently acts professionally appropriate in all settings. (e.g. in person, email, phone calls, online). This includes communication, appearances, the sharing of personal information, and relationships within the professional environment.

3

d.Candidate rarely presents information that relates to the profession and individual actions in an honest and forthcoming manner.

Candidate regularly presents information that relates to the profession and individual actions in an honest and forthcoming manner.

Candidate consistently presents information that relates to the profession and individual actions in an honest and forthcoming manner.

3

Overall Total: __30__ / 33

Unacceptable (1): 22 or below Acceptable (2): 23 29 Target (3): 30 33 Overall Score: ______