A Disposition for Diversity: Teaching in the 21st Century
Portfolio I
Student Name__Atalaya Watts________________________Date: __11-29-19___________________________
Evaluator: __Dr. Haberlin___________________________
Final Score: 35/40
CATEGORY 1 2 3 4
Information has little Information relates to the Information clearly relates to the Information clearly relates
or no relationship to main topic. Fewer than 2 main topic. It provides at least 2 to the main topic. It
Quality of
the main topic. details and/or examples are supporting details and/or includes several supporting
Information
given. examples details and/or examples.
The paper uses no The paper uses 2-3 The paper uses 4 supporting The paper uses at least 5
supporting references. supporting references references. supporting references.
Research
Information lacks Information has limited Information is organized with Information is well
organization. organization; paragraphs well-constructed paragraphs. organized with well-
Organization
are not well-constructed. constructed paragraphs that
flow logically from one
point to the next (e.g.,
subheading, transitions).
Most sources are Most sources are accurately All sources are accurately All sources are accurately
neither accurately documented; some are not documented with minimum APA- documented and in correct
Sources
documented nor in in APA style style errors. APA style.
APA style. .
Few questions are Several questions are Most questions are addressed in All questions are addressed
addressed in the paper. addressed in the paper. the paper. in the paper.
Content
No evidence of valuing Demonstrates some Clearly demonstrates valuing Evidence of a mature
diversity is shown. valuing of diversity; diversity at an emerging but valuing of diversity shown.
Content:
examples are shallow and genuine teaching disposition. Examples of why this is
"Valuing" diversity
cliché-like. important for the 21st
as a teaching
century classroom are
disposition
explained with conviction
and intelligence.
Shows no meaningful Has some experiences with Communicates experiences with Gives evidence of
personal experiences diversity, but they are two- diversity sincerely and comprehensive and several
with diversity dimensional and show little meaningfully at an emerging level mature experiences with
comprehension of what and demonstrates a beginning diversity and a clear
Content: Personal they mean for the understanding of how diversity understanding of how this
experiences with classroom. applies to the classroom applies to the classroom
diversity
CATEGORY
1 2 3 4
Demonstrates little or Demonstrates an Demonstrates a grasp of at least 3 Demonstrates a
Content: The no understanding of understanding of 2 forms of forms of diversity found in the comprehensive grasp of at
comprehensive diversity found in the diversity found in the classroom and a beginning least 5 forms of diversity
nature of diversity classroom (Two or classroom. knowledge of the implications for one will encounter in the
fewer forms of teaching and learning classroom and a deep
diversity are discussed) knowledge of the
implications for teaching
and learning.
No examples of great One great diversity issue Two great diversity issues cited as More than two great
Content: History of society-wide diversity cited as an example examples. diversity issues cited as
diversity issues examples.
Errors in grammar and There are several errors in There are few errors in grammar, There are no errors in
Mechanics spelling are abundant; grammar, spelling, etc.; spelling, etc.; grammar, spelling, etc.
No evidence of editing. Little evidence of editing Some evidence of editing Clear understanding and
thorough editing are
demonstrated.
A score of 30/40 is required. If any ‘1’ ratings, student must come up with a plan of action to correct this problem. This letter is due to the
supervising professor within one week of receiving the grade.
Revised 10/22/14 - Some information and format taken from Rubistar - [Link]