APPENDIX B
Portfolio Analytic Scoring Rubric
Standard 1
Very Limited
Standard 2
Limited
Standard 3
Sound
Standard 4
High
Standard 5
Very High
Researching

selection & development of
themes, problems, issues,
techniques, and processes
though study, research, or
exploration

variety of appropriate sources
The student:
 is unable to plan or conduct research
without continuous help, therefore
selection, development, or solution of
themes, problems, issues, techniques,
or processes is entirely dependent on
instructor
 makes no deliberate attempt to explore
appropriate sources
The student:
 with frequent teacher help, is able to
plan and conduct research that leads
to selection, development, or solution
of a few satisfactory themes, problems,
issues, techniques, or processes
 selects a few appropriate sources for
answers
The student:
 is often self-directed in planning and
conduction research which contributes
to successful selection, development, &
solution of most themes, problems,
issues, techniques, or processes
 uses several meaningful sources to
gather information
The student:
 conducts sufficient planning and
research enabling selection,
development, & solution of complex
and personal themes, problems, issues,
techniques, or processes
 uses a wide variety of appropriate
sources and means to find information
The student:
 demonstrates exemplary ability to plan
and conduct in-depth, personal &
adventurous research which results in
highly successful solution of complex
themes, problems, issues, techniques,
or processes
 utilizes a vast amount and variety of
appropriate sources and means to
gather information
Creating

personalized & expressive
approach in area of study

conceptual importance

intellectual & creative
curiosity that drives art study
& work

demonstration of knowledge
& skills pertaining to visual
language, structures, forms,
and vocabulary
The student:
 fails to establish an appropriate working
or problem-solving process and needs
constant direction
 copies ideas from other sources
 lacks desire to explore work
intellectually or creatively
 shows minimal application of learned
knowledge and skills pertaining to visual
language, structures, forms and
vocabulary
The student:
 works in a haphazard manner with
little understanding of a successful
problem-solving process and requires
frequent direction
 exhibits ideas that are generally
mundane and trivial
 at times show spark of intellectual or
creative curiosity toward work
 occasionally show deliberate
application of learned knowledge and
skills pertaining to visual language,
structures, forms, and vocabulary with
some success
The student:
 may work in a personalized and
expressive manner in some instances
but is occasionally dependent on
guidance
 develops ideas that are sometimes
meaningful or important
 frequently exhibits an intellectual and
creative curiosity that drives work
 is usually able to apply learned
knowledge and skills pertaining to
visual language, structures, forms, and
vocabulary with frequent success
The student:
 nearly always approaches work in a
independent and expressive manner
 develops ideas of conceptual
importance
 is inquisitive with regard to work and
willing to explore it intellectually and
creatively
 demonstrates successful application of
learned knowledge and skills pertaining
to visual language, structures, forms,
and vocabulary
The student:
 approaches all work in a highly
individualized and expressive manner
and is able to direct own process
 develops ideas that are conceptually
strong and reveal important insights
 demonstrates a passionate and keen
intellectual and creative curiosity
toward work
 exhibits highly developed abilities in
successfully applying learned
knowledge and skills pertaining to
visual language, structures, forms, and
vocabulary
Responding

responsiveness to
personal, social, cultural,
historical, philosophical,
technological,
environmental, economic,
and aesthetic contexts and
stimuli in area of study

demonstration of
description, classification
analysis, interpretations,
and judgment of
information and art
images

responsiveness to
feedback

depth of revision
The student:
 demonstrates no understanding of
various context (personal, social,
cultural, historical, philosophical,
technological, environmental,
economic, aesthetic) surrounding and
influencing work
 demonstrates an inability to describe or
analyze information and art images
 analyses are inaccurate and unclear
 is unable to utilize feedback to improve
work
 is unable to make revisions to work
The student:
 demonstrates limited knowledge of a
few contexts (personal, cultural,
historical) surrounding and influencing
work
 demonstrates limited ability to
describe, classify, and analyze
information and images
 analyses and conclusions are often
unclear or inaccurate
 responds to feedback with occasional
success
 makes a few successful revisions to
work
The student:
 demonstrates rudimentary knowledge
of several contexts (personal, cultural,
historical, technological) surrounding
and influencing work
 demonstrates ability to describe,
analyze interpret, and judge
information and images
 analyses and conclusions are usually
correct
 employs feedback with satisfactory
results
 is able to revise work for acceptable
results
The student:
 demonstrates broad knowledge of
various contexts (personal, social,
cultural, historical, philosophical,
technological, environmental,
economic, aesthetic) surrounding and
influencing work
 is able to describe, analyze interpret,
and judge information and images with
justification
 analyses and conclusions are accurate
and consistent with data
 responds to feedback with personal
insight and uses it to achieve successful
results
 revises work when necessary with
successful results
The student:
 demonstrates a comprehensive
knowledge of many contexts (personal,
social, cultural, historical, philosophical,
technological, environmental,
economic, aesthetic) surrounding and
impacting work
 describes, analyzes, interprets, an
devaluates information and images
with sound reasons and insight that
reflect a value system
 analyses and conclusions are accurate,
detailed, insightful, valid, and
consistent with data
 responds to feedback with personal
insight and incorporates own ideas and
suggestions
 revises work when necessary with
highly successful outcomes
Criterion
Criterion
Resolving

personalized & expressive
solutions to problems or
tasks in area of study

completeness of collection
(depth & breadth of
entries)

achievement of
predetermined goals and
objectives (student’s and
instructor’s)

improvement from past
performances
Communicating

presentation

demonstration of selfreflection & selfassessment

connection to other
content areas and to daily
life
Standard 1
Very Limited
Standard 2
Limited
Standard 3
Sound
The student:
 attempts to solve problems or tasks but
without resolution
 has completed very little of the required
work
 shows very limited achievement toward
stated goals and objectives
 fails to show improvement from past
performances
The student:
 has solved problems or tasks in a
largely derivative manner lacking
personal expression
 is missing some piece of required work
 shows limited achievement toward
stated goals and objectives
 demonstrates some improvement from
past performances
The student:
 has solved some problems or tasks in
an expressive manner showing a
personalized approach
 has completed all required work
 shows satisfactory achievement toward
stated goals and objectives
 has improved satisfactorily from past
performances
The student:
 has solved most problems or tasks in a
personalized and expressive manner
 has completed all required work and
included several extra examples show
high achievement toward stated goals
and objectives
 demonstrates above average
improvement from past performances
The student:
 has solved all problems or tasks in a
highly expressive manner showing a
clear personal signature
 has completed all required work and
included a wide assortment of extra
studies or examples
 shows outstanding achievement
toward stated goals and objectives
 shows highly significant improvement
from past performances
The student:
 presents work in an unsatisfactory
manner with no organization
 is unable to discuss, reflect upon, and
evaluate work including his/her own
Cannot discriminate between degrees
of quality in work
 makes no connections to other content
areas or to daily life
The student:
 makes some attempt to present work
in an organized and acceptable manner
 has difficulty discussing, reflecting
upon, and evaluating work including
own rarely identifies own strengths
and weakness or discriminates
between degrees of quality in work
 seldom makes connections to other
content areas and daily life
The student:
 presents work in a cohesive and
satisfactory manner
 is usually able to discuss, reflect upon,
and evaluate work including his/her
own
 in most cases, recognizes own strengths
and weakness and can identify varying
degrees of quality in work
 makes some meaningful connections to
other content areas and daily life
The student:
 presents and organizes work effectively
 discusses, reflects upon, and evaluates
work including his/her own
 demonstrates ability to recognize and
discuss own strengths and weakness as
well as to discriminate between varying
degrees of quality in work
 makes relevant connections to other
content areas and daily life
The student:
 presents work in a well-organized,
polished, and professional manner
 discusses, reflects upon, and evaluates
work, including his/her own with
astute personal insight
 demonstrates a clear understanding of
own personal development an can
easily discriminate between varying
degrees of quality in work
 manifests internalized self-assessment
and personal values systems
 makes multiple relevant connections to
other content areas and daily life
Beattie, Donna Kay. Assessment in Art Education. Worcester: Davis, 1997.
Standard 4
High
Standard 5
Very High