1
LEARNING TO EMPOWER LIVES THROUGH OCCUPATION
Eastern Kentucky University
Bachelor of Science Program in Occupational Science
Student Learning Portfolio
Total Score
_____ /100
Portfolio Assessment Rubric
OTS 301 – Formative
OTS 401 - Formative
OTS 302 – Summative
OTS 402 - Summative
Student
Assessor
Date
Portfolio Scores, Practicum Grades and Progression in the OS Program
Formative assessment is a midpoint assessment of yearly outcomes at the end of OTS 301 and OTS 401.
Summative portfolio is a final assessment of achievement of outcomes at the end of OTS 302 and OTS 402. A student must receive a satisfactory score (70 or
higher) on the summative portfolio to pass OTS 302 and OTS 402. If the course instructor determines a portfolio score to be less than satisfactory, two faculty
assessors who teach in the Occupational Science Program will independently evaluate the portfolio. At least two of the three assessors must agree that the
portfolio is unsatisfactory. If the portfolio is unsatisfactory, the student receives a failing grade in OTS 302 or OTS 402 and cannot progress in the Occupational
Science Program until the whole course is successfully repeated.
Content Item and Description
Criteria Met
Criteria Partially Met
Criteria Not Met
Introduction Page:
Includes name, present year in the
program, and course for which you
are preparing the portfolio. You may
include a professionally appropriate
photograph and other introductory
information.
Professional presentation
Limitations in professional
presentation
Unprofessional presentation
Points
/5
2
Content Item and Description
Criteria Met
Criteria Partially Met
Criteria Not Met
Self-Assessment Narrative
Provides clear evidence through a
reflective narrative that occupation
outcomes are met using a variety of
learning experiences
Provides limited evidence that
occupation outcomes are met.
States occupation outcomes
met, but how learning occurred
is not expressed and lacks
reflective evidence to support
learning
Provides clear evidence through a
reflective narrative that reasoning
outcomes are met using a variety of
learning experiences
Provides limited evidence that
reasoning outcomes are met
States reasoning outcomes met,
but how learning occurred is not
expressed and lacks reflective
evidence to support learning
Provides clear evidence through a
reflective narrative that diversity
outcomes are met using a variety of
learning experiences
Provides limited evidence that
diversity outcomes are met
States diversity outcomes met,
but how learning occurred is not
expressed and lacks reflective
evidence to support learning
Provides clear evidence through a
reflective narrative that
communication outcomes are met
using a variety of learning
experiences
Provides limited evidence that
communication outcomes are
met
States communication outcomes
met, but how learning occurred
is not expressed and lacks
reflective evidence to support
learning
Provides clear evidence through a
reflective narrative that the
professional identity outcomes are
met using a variety of learning
experiences
Provides limited evidence that
professional identity outcomes
are met
States professional identity
outcomes met, but how learning
occurred is not expressed and
lacks reflective evidence to
support learning
Primarily demonstrates dialogic
Primarily demonstrates technical
Primarily demonstrates routine
Through the development of dialogic
reflection each student creates a
unique narrative which connects his
or her learning experiences to the
occupational science program’s
yearly outcomes.
The narrative is a written analysis and
synthesis of a student’s progress
toward and achievement of the
outcomes. Students will reflect on all
outcomes of their respective year and
will refer to each outcome in italics.
Outcomes may be met by class
projects or activities, work
experiences, campus and community
activities and self-assessments that
show learning and growth over time.
The narrative is developed
throughout the OS program.
Recommended length is determined
by the sequence of classes:
OTS-301:
OTS-302:
OTS-401:
OTS-402:
OTS 499:
5-7 pages
8-10 pages
11-15 pages
16-20 pages
11-15 pages
Points
/10
/10
/10
/10
/10
3
Content Item and Description
Criteria Met
Criteria Partially Met
Criteria Not Met
Self Assessment Narrative (cont.)
reflection that is analytic and
integrative of multiple perspectives
reflection (reflections of a
personal response to situation
without a change in perspective)
reflection (minimal personal
connection and personal
response)
Year 1 Self-assessment narrative
demonstrates integration between
artifacts and outcomes
Year 1 Self-assessment narrative
demonstrates limited/partial
connection between artifacts
and outcomes
Year 1 Self-assessment narrative
demonstrates no integration
between artifacts and outcomes
To craft the narrative and to illustrate
achievement of outcomes, students
will use materials from their eportfolio appendices (self-assessment
worksheets, artifacts, resume, and
previous scoring rubrics), the
collaborative comments of others,
books and articles. All are cited and
referenced in APA style.
On the assigned due date the Self
Assessment Narrative is submitted to
both the student’s E-Portfolio and
Safe Assignment in the course’s
Blackboard site.
Carefully read and review all portfolio
materials and portfolio rubric criteria
as you create your portfolio.
See other portfolio materials on the
EKU Occupational Therapy website
and/or your course Blackboard site
for further guidance and instruction
relevant to the Self Assessment
Narrative and other aspects of the
Occupational Science Learning
Portfolio.
Year 2 Self-assessment narrative
demonstrates integration between
artifacts and outcomes and
integration of Year 1 with Year 2
Year 2 Self-assessment narrative
demonstrates limited/partial
integration between artifacts
and outcomes and integration of
Year 1 with Year 2
Points
/5
/5
Year 2 Self-assessment narrative
demonstrates no integration
between artifacts and outcomes
or integration of Year 1 with Year
2
Narrative ends with a plan for
professional development based on
self-knowledge thorough reflection
on outcomes, comments and resume
Narrative ends with a plan for
professional development with
limited connection to selfknowledge gained thorough
reflection on outcomes,
comments and resume
Plan for professional
development is not present or is
irrelevant to self-knowledge
gained thorough reflection on
outcomes, comments and
resume
Comments on progress toward
outcomes and portfolio
development are from a variety of
sources and demonstrate thoughtful
perspectives
Comments may be too few, have
limited relevance to outcomes
and portfolio development or
may lack thoughtful perspectives
Comments not present or may
not be relevant to
outcomes/portfolio
Professionally presented:
Header includes name and page
number
- Less than 6 errors
-Correct format with italicized
outcomes
-Relevant sources/appendices APA
cited and referenced
Limited professional
presentation
-Header inaccurate
-6-14 errors
-Inconsistent format
-Inaccurate use of APA
Unprofessional presentation:
-No Header
-15 or more errors
-Incorrect format
-APA not used
/5
/5
/5
4
Content Item and Description
Criteria Met
Criteria Partially Met
Criteria Not Met
Appendix A : Self-Assessment
Worksheets
Self-assessment worksheets clearly
link learning experiences to year
outcomes
Self-assessment worksheets link
learning experiences to cycle
outcomes in a limited way
and/or are not adequate in
number
Self-assessment worksheets are
not present or do not link
learning experiences to cycle
outcomes
Artifacts showcase or illustrate
achievement of outcomes
Artifacts showcase or illustrate
achievement of outcomes in a
limited way
Artifacts do not showcase or
illustrate achievement of
outcomes or are not present
Professionally presented
- Organization consistent and
appropriate for a resume
- Spelling, grammar, and punctuation
correct
- No use of first person pronouns
Limitations in professional
presentation
Unprofessional presentation
All sections present and well
developed including:
Sections may not be present;
may have limited development;
may not be up to date
Missing sections; significantly
limited development; content is
not up to date
Self-assessment worksheets develop
student ability to connect learning
experiences with outcomes.
Appendix B: Artifacts
Artifacts are referenced in the
narrative and illustrate learning
related to outcome achievement.
Appendix C: Resume
The resume may follow a format
from the EKU Career Services web
page at www.career@eku.edu. Use
the resume section headings named
in the rubric criteria. OS outcomes
are to be reflected in the
qualifications section.
Points
/5
/5
/5
/5
- Education
- Employment
- Volunteer Experience
- Skills/Qualifications
- Honors/Awards
- 3 references on separate page
Appendix D: Portfolio Scoring Rubrics
All past scoring rubrics must be
present for portfolio to be scored
N/A
5
Content Item and Description
Criteria Met
Criteria Partially Met
Criteria Not Met
Points
All past formative and summative
portfolio assessment rubrics are
posted as they are scored.
Total Points
/100
Comments:
Portfolio Assessment Rubric revised: 1/26/2011; 8/21/2008; 5/11/2009