Creating an ePortfolio with Google Sites
A User’s Guide
CHILD DEVELOPMENT PROGRAM
Written by Sammy Elzarka, Ph.D &
Cindy Giaimo-Ballard Ed.D
With creative & editing assistance
from: Bryan Best & Susan Walsh
i
Table of Contents
Introduction
1
What is an ePortfolio?
What is an artifact?
ePortfolio benefits
Google Sites Advantages
Getting Started
2
Prerequisites
Three Steps
Accessing Google Sites
2-3
Accessing Google Sites
4
Creating an ePortfolio on Google Sites
5-7
Formatting the ePortfolio
8
Editing Your Site
Sharing and Visibility
Inserting an Image
Inserting a YouTube Video
Inserting Files
Inserting and Formatting Text
9-10
11-12
13
14
15
16
Customizing the ePortfolio
17
Previewing the ePortfolio
Deleting a Page
Recovering a Deleted Page
17
18
19
ePortfolio Requirements
20
The Goal Checklist
20
Main Sections and Sub-Sections of the ePortfolio including
21
A Definition of the Goals
First Page of the ePortfolio
21
Welcome Page
Second Page of the ePortfolio
21
Storage Cabinet
Third Page of the ePortfolio
22
University and Child Development Values
ii
Fourth Page of the ePortfolio
23
University Baccalaureate Goals
Fifth Page of the ePortfolio
24
My La Verne Experience
Sixth Page of the ePortfolio
24
Professional Advancement
For Your Reference
25
Child Development Program Mission Statement (Core Values)
25
University of La Verne Values
25
University of La Verne’s Baccalaureate Goals
26
Wrapping Up
27
Dos and Don’ts
Checklist
27
28
Resources
29
Video Tutorials
ePortfolio Guide
29
29
Glossary
29-32
Appendix: ePortfolio Rationale Statement
References
33
34
iii
Introduction
What is an ePortfolio?
An ePortfolio is a purposeful electronic collection of artifacts that demonstrate:
 student’s personal reflections on the learning journey
 achievement of academic expectations and
 knowledge and skills for professional application.
What is an artifact?
 An artifact is an assignment completed in La Verne’s Child Development
program that indicates achievement of a goal and attainment of knowledge
and skills.
 An artifact may also be an illustrative or photographic display, a video, or
some other form of medium that demonstrates the achievement of a goal
and attainment of knowledge and skills.
The ePortfolio benefits students by:
 documenting their best work and demonstrating they have accomplished
required knowledge, skills and dispositions.
 engaging them in reflective practice.
 connecting learning across courses and tying theoretical knowledge to
artifacts and to quality standards of what is expected in the field.
 building personal and academic identities as they complete assignments and
reflect on their capabilities and progress.
Google Sites is one ePortfolio host which offers users an extremely simple way to
create an ePortfolio. You can add content, file attachments and information from
other Google applications (like Google Docs, Google Calendar, YouTube and
Picasa) with a click of a button. Creating an ePortfolio is as easy as editing a
document.
The advantages of Google Sites are:
 they are available in a secure environment through the University of La
Verne Google Apps.
 they are easy to create.
 they are completely free to set up and maintain.
 they do not require HTML knowledge.
 they provide customizable templates to personalize your portfolio.
 they allow creators to manage visibility of their work.
This guide walks you through the process of creating an ePortfolio using the free
services of Google Sites. It helps you create an account, build and customize
pages, add writing samples and set up security features.
1
Getting Started
You need some tools before building an ePortfolio. Review the list of prerequisites
that specifies the tools you need and things to brainstorm to build a Google Sites
ePortfolio. Then create a Google Sites account. Once you have an account, you
can build and edit the content for each portfolio page.
Prerequisites
The following list provides the tools you need to create an ePortfolio:
 Internet access
 A University of La Verne student email account
 A folder specifically for your ePortfolio files so they are easily accessible and
organized when you upload them
 A password to protect your access to proprietary parts of the ePortfolio
Once you have the necessary materials, you are ready to begin creating an
ePortfolio.
Items placed in the ePortfolio are:
 Digital copies of your best work (Digital file is a document that is created and
stored on a computer. Create digital copies of your work by using a scanner,
or any word processing software like Microsoft Word or Adobe FrameMaker)
 PDF files of all your digital work (use Adobe Acrobat to create PDF copies)
 Digitized images or logos (use a scanner to digitize images)
Three Steps
A summary of the three steps used to create and complete an ePortfolio are listed
below.
Step One
During their first year, students will work on creating their ePortfolio (on Google
Sites) and then establish a routine of uploading artifacts to the Storage Cabinet
page of the ePortfolio.
Step Two
Students begin to actively and thoughtfully select artifacts to upload to ePortfolio
sections that align with each goal. Students are required to use the Goal Checklist
to assist in tracking and aligning artifacts with the appropriate goal. Since the
ePortfolio documents learning and skills over time, the collection step may consist
of several years. To keep students attuned to their ePortfolios and to foster a habit
of collection and reflection, students are expected to submit “required” artifacts and
to reflect on certain goals throughout their course work. Students are also expected
to write a two paragraph “rationale” statement for each self-selected artifact. The
rationale statement is a justification specifying why you chose a particular artifact
2
and why and how the artifact aligns with the goals. See Appendix for the Rationale
Statement assignment and rubric.
Step Three
As students progress through the program, they are invited to share their ePortfolio
with their child development advisor and/or faculty member to provide feedback
around the student’s choice of artifact and it’s alignment with the selected goal.
Creating this type of dialogue will assist students in the development of their
ePortfolio. Further, this review will help students refine their ePortfolio before it is
graded in Education 499, Senior Project.
3
Accessing Google Sites
As a student of
the University
of La Verne,
you have
access to the
sites through
your email
account. To
access Google
Sites, first log
into your
student email
account.
1. Click Current Students
2. Click Student E-mail
 Enter your username and password
 Click on the grid (circled above)
 Click on the “Sites” tab
4
Creating an ePortfolio on Google Sites
1. Click CREATE
2. Choose “Browse the gallery for
more.”
3. Click on “Child Development B.S. Template.”
5
4. On the bottom left side of the page click on the “Select” tab.
6
5. The selected template to use will be highlighted in orange and a box titled,
“Name your site” will appear.
6. In the box type in your USERNAME. The same username you have been
assigned for your student La Verne E-mail account. This is a very important
step as this will identify your ePortfolio. After your USERNAME is typed in
the box, click on the “CREATE” tab (top of page). This will save your
ePortfolio template under your username.
Please note:
-
Pages within the template can be accidently deleted. Do not delete these pages as
these are requirements.
-
Review the following suggested resources as they will assist you in uploading and
creating your ePortfolio.
 Congratulations, you have now begun to create your ePortfolio!
7
Formatting the ePortfolio
• The six main sections and sub-sections represent important goals encompassing
the University of La Verne’s values, La Verne’s Child Development program values,
La Verne’s Baccalaureate goals, NAEYC standards and student’s personal and
professional experiences. The ePortfolio will demonstrate how these goals are
obtained throughout your University of La Verne program of study (screenshot of
University & Child Development Values page).
Screenshot of University Baccalaureate Goals Page
Comment tab for child
development advisors and/or
faculty to give students’ feedback
students’ feedback
8
Editing Your Site


Click the pencil
icon in the upper
right; this opens
the editing
feature
You'll notice that text boxes and editing toolbars appeared which indicates you may
enter text and other types of content (These two screenshots are basics template of
an ePortfolio and will look slightly different from the Child Development template
however, the editing tools are the same).
9
1. Enter the title of your new
page (for example, you
may use Course
Presentations as a page
title)
2. Choose page type (read
the Appendix for
descriptions of page
types)
o The two common page
types you'll use are
Webpage and File
Cabinet
o Choose Webpage for our demo
3. Click Create

You must now choose the location of
your new page; you may give it the
upper most status which places it side
by side with the home page OR you
may place it under an existing page
o for our demo, give this page the
upper most status
10

To create a new page,
click on the page+ icon
in the upper right

You must now make a
few selections
Sharing and Visibility
 Visibility and Sharing—these are two very different functions.
 Visibility represents the group of people who may view your ePortfolio.
 Sharing your ePortfolio with someone allows that person to edit (make changes to)
your ePortfolio. Follow these steps to set-up Visibility and Sharing
1. Click on the “More” tab
2. Scroll down to “Manage Site” and click
3. Click on “Sharing and Permissions” on left sidebar
4. Click on the “Change” tab
11
5. Under Visibility options select the fourth option “People at the University of La
Verne with the link”
6. Click “Save”
7. At the bottom of the page you will see a box titled “Invite people.” This is where
you will invite your child development academic advisor and/or faculty to view and
edit your ePortfolio. Make sure you type in his/her Gmail address in the box. You
can find his/her Gmail address on the last page of this handbook.
8. An additional box will appear and it is titled “Add a Message.” In this box type a
message to your child development academic advisor and/or faculty.
9. Click on Share and Save
10. If the question appears “You are sharing to advisor’s or faculty e-mail who is not in
the Google Apps organization that this item belongs to” click on Yes
12
Inserting an Image
Now that you have created a new page, you can enter different kinds of media on that
Now that you have created a new page, you can enter different kinds of media.


Click on the Course
Presentations
page

Click on the edit
icon in the
upper right

To add an image, place the curser in the text
box where you want the image

Click on the Insert menu in the upper left
Click Image to insert an image onto the
page
1. When you do this, it will ask you to
browse your computer for your image
file. Once you select it, the image will
appear as a thumbnail.
2. Click OK
13

The image is now placed where the
cursor was located
Inserting a YouTube Video
To insert a video, place the cursor under the
chemistry molecule image
1. Click on the Insert menu
2. Click on Video, then YouTube
3. You can now enter the URL (or
web address) in the field
4. Title your video
5. Click Save
14
The YouTube video is now embedded on the
page below the molecule image
Inserting Files
1. To insert a file, click on Add
files
2. Select the file from your
computer you want to insert
and click Open
15

The file is now placed below your video
Inserting and Formatting Text
1. To insert text, you
may place the
cursor above the
molecule image
then type in your
text
2. You may format the text using the formatting menu
Feel free to highlight portions of what you typed then change the font size, color,
bolding, etc.
16
Customizing the ePortfolio
Previewing the ePortfolio
After organizing and renaming the navigation window, preview the designs and
contents to assess its organization and appearance as it appears to the viewers
To preview your ePortfolio:
17

Select the More actions drop-down
from the main menu.

Select the Preview page as viewer
option. A new window opens to
show you how your site looks to
viewers.

Close the preview window.
Deleting a Page
Once you have created your ePortfolio, clean up the site before you present it to
your faculty and employers by deleting the unwanted pages.
To delete a page:
1. Navigate to the page you wish
to delete.
2. Click the More drop-down
menu and select Delete page.
A window opens to ask if you
really want to delete the page.
3. Click the Delete button.
18
Recovering a Deleted Page
You can recover the deleted pages at any time.
To recover a deleted page:
1. Click the More drop-down menu and select
Manage site.
2. Click Recent site activity. A list detailing all of the
site activities appears.
3. Click on the link next to the page you want to
recover.
4. Click Recover page. The page is recovered and added to the sitemap.
19
ePortfolio Requirements

Students are required to submit at least 1 separate artifact for each goal.

Artifacts are to be selected from a variety of courses taken at the University of La
Verne.

Use the Goal Checklist to assist you in tracking your artifacts.

The ePortfolio will include a minimum of 10 self-selected artifacts in addition to the
6 required artifacts. Therefore, a completed ePortfolio will include at least 16
artifacts and a rationale statement for each self-selected artifact and one for the
DRDP-PS Crosswalk assignment.

The six required artifacts are:
1. The Virtual Child Reflection
2. DRDP-PS Crosswalk
3. Math Lesson Plan
4. Ethnography
5. La Verne Instructor Rubric of Final Evaluation in Student Teaching
6. Power Point of Research in Senior Project

Rationale statements are approximately two paragraphs in length and depicts why
you chose the artifact. A rationale begins with a brief description or summary of the
artifact, provides an analysis of the essential elements of the artifact, and then
provides an adequate justification as to how the artifact demonstrates proficiency in
the corresponding goal or goals.

Students are required to create a Welcome Page. (Not counted as an artifact.)

Plagiarism rules apply to ePortfolios. If you choose to insert a photograph, a quote
or anything else that is not your original work you need to cite the source.

As students proceed through the program they are expected to keep their ePortfolio
and Goal Checklist updated.

The Goal Checklist and the ePortfolio are graded in Education 499.
The Goal Checklist

The Goal Checklist is a tool to assist students in making sure their ePortfolio is
updated and that the chosen artifacts align with the goals.

It is the student’s responsibility to read the information below titled, “Main Sections
and Sub-sections of the ePortfolio including a Definition of the Goals.” This section
includes a definition of the goals and suggested ideas for artifacts. This should be
read before artifacts are selected.

As artifacts are added to the ePortfolio, students update the Goal Checklist to
accurately reflect the ePortfolio content.
20
Main Sections and Sub-sections of the ePortfolio
including a Definition of the Goals
First Page of the ePortfolio
Welcome Page
The Welcome Page is the first page of your ePortfolio. It should welcome the viewer,
give them a frame of reference for your ePortfolio and it should tell them a little about
you. Remember your ePortfolio can be viewed by others so you want to include
images or text that you are willing to share with others. Items you may want to include
on this page are:
 A table of contents (tells the viewer what is coming up next.)

A photograph of yourself. Keep the photo professional.

A photograph of something that is important to you. (Be sure to include media
that is professional and appropriate, so that they say something about who you
are and who you want to be. Remember to cite sources.)

A short bio of yourself. (This is an opportunity to share something about your
personal and professional development.)

Personal and professional goals. (This is a chance to state any personal goals
or inspirations. Use this page to reflect on your professional goals, your
interests, educational goals and how you plan to meet them.)

A favorite quotation. (If you insert a quotation explain to the viewer why it is
meaningful to you.)
Second Page of the ePortfolio
Storage Cabinet
The storage cabinet is just like a file cabinet. Students will use the storage cabinet to
upload their artifacts for future use. Use the storage cabinet to store your artifacts
until you decide which ones to choose to include in your ePortfolio.
Remember, to use the Goal Checklist and the definitions of the goals before you
choose your artifacts.
21
Third Page of the ePortfolio
This section focuses on what students are learning and experiencing in their baccalaureate program.
Use this section to include artifacts that align with the University of La Verne’s Values and the Child
Development Program Values. The values included in the sub-sections are:
Goal (sub-sections of page 3)
Application of Knowledge (Theory to
Practice)
Definition of Goal
Artifacts should include a demonstration of applying
theoretical knowledge and skills to your work.
Caring Relationships
Artifacts could include a demonstration of caring
relationships with children, families and/or members of
the community.
Artifacts should include your knowledge of knowing about
and understanding diversity in children, families and or
the community. Think about what you have learned about
diversity in your coursework.
Diversity in Child, Family &
Community
Lifelong Learning
NAEYC Standards 1 - 6
Artifacts should include a representation of the
knowledge, skills and dispositions students learn through
a variety of experiences. Therefore, the learning may not
be just in the college classroom but during practicum
experiences or fieldwork or observation. Artifacts should
demonstrate learning that takes place on an on-going
basis from our interactions with others and with the world
around us. Further, artifacts should articulate the
profession’s core values (NAEYC Standards), values of
the University, analysis of current trends in the field,
assessments of the field’s emerging knowledge base,
and how to use a variety of tools to find professional
resources that will enable them to stay at the forefront of
their field as lifelong learners.
Artifacts should include an alignment with the NAEYC
Standards. “These standards express a national vision
of excellence for early childhood professionals. They are
deliberately written as statements of core knowledge,
understanding and methods used across multiple
settings and in multiple professional roles” (NAEYC,
2011, p 9). Each standard reflects the knowledge, skills
and dispositions expected of bachelor students studying
early childhood development, birth through age 8.
Refer to the NAEYC Initial Standards for a detailed
explanation of each standard. The standards can be
found at: naeyc.org (accreditation tab, Bacc./Grad.
Degree Program tab, NCATE tab, standards tab, then
2010 NAEYC Standards for Initial and Advanced Early
Childhood Professional Preparation Programs tab).
22
Fourth Page of the ePortfolio
University Baccalaureate Goals
This section focuses on the goals and expectations for every student who graduates with a
Bachelor’s degree from the University of La Verne. The goals are in bold and are sub-sections within
this page of the ePortfolio.
Goals (sub-sections of page 4)
Definition of Goals
Application of Critical & Creative Skills
Artifacts should include a demonstration of
application or use of knowledge and skills
related to critical thinking and creative skills.
Application of ethical principles.
Application of a sound knowledge based on
professional knowledge.
Application of creative skills in a variety of
mediums.
Integration of Knowledge
Artifacts should reveal the integration of
knowledge within and across disciplines. When
students “integrate” knowledge they are
analyzing perspectives from multiple disciplines
and synthesizing the information.
Leadership & Teamwork
Artifacts should include a demonstration of
leadership and teamwork that can be applied in
a college classroom role and within different
roles at the program or, university level.
Students may also exhibit leadership and
teamwork within college or community groups,
clubs, or organizations.
Written, Oral & Creative Expression
Artifacts should include a demonstration of
written, oral and creative works through a variety
of media.
23
Fifth Page of the ePortfolio
My La Verne Experience
This page should include artifacts that represent experiences inside and outside of the classroom
that enrich your personal development. Think about how curricular and non-curricular items are
tied together. Contemplate how personal, professional, and academic experiences, and across
disciplines, are tied together. You may write about your involvement in the campus community,
community life, volunteer work etc. Describe the event; reflect on the experiences and what you
learned from it.
The viewer will get a better picture of who you are and what is important to you.
Sixth Page of the ePortfolio
Professional Advancement
This page should include artifacts that represent an ongoing repertoire of knowledge and skills
related to working with young children, families and the community.
Professional advancement artifacts could represent feedback from other professionals, faculty,
experiences in reflection, and opportunities for application.
Artifacts could also demonstrate how you are involved in the planning and design of your own
professional advancement program. One example would be to include certificates from attending
workshops or in-services.
Have fun creating your ePortfolio!
24
For Your Reference
Child Development Program Mission Statement (Core Values)
It is the mission of the undergraduate Child Development program at the University of La
Verne to deliver a high quality degree program at the central and regional campuses. The
Child Development program leads the field in educating students in the dynamic integration
of theory, research and practice in early education. Faculty and students are committed to
the following core concepts as the basis of excellence in the field of Child Development:

Caring relationships are the foundation of healthy human development.

Lifelong learning is the cornerstone of excellence in teaching.

Celebrating diversity enriches and strengthens individuals, families, and
communities.
University of La Verne’s Values
“The University of La Verne shares four core values that promote a positive and rewarding
life for its students through fostering a genuine appreciation and respect for:
1. A Values Orientation. The University affirms a philosophy of life that actively
supports peace with justice, the health of the planet and its people. Therefore, in
light of this affirmation, it encourages students to become reflective about personal,
professional, and societal values. It also encourages values-based ethical behavior.
2. Community and Diversity. The University promotes the goal of community within a
context of diversity. Therefore, it encourages students to understand and appreciate
the diversity of cultures that exists locally, nationally, and internationally. It also
seeks to promote appreciation and preservation of biodiversity by helping students
understand the impact/dependence of human beings on their environment.
3. Lifelong Learning. The University commits itself to promoting education that
facilitates lifelong learning. Therefore, it teaches students how to learn, to think
critically, to do constructive research, and to access and integrate information in
order to prepare them for continued personal and career growth.
4. Community Service. The University believes that personal service is a primary goal
of the educated person. Therefore, it encourages students to experience the
responsibilities and rewards of serving the human and ecological community” (ULV,
2013, p.9).
25
University of La Verne’s Baccalaureate Goals
The University of La Verne is dedicated to the intellectual, personal, and professional
development of its students through a focus on the whole individual. Its faculty nurtures a
love of learning and innovation, and encourages students to make an informed and
conscientious commitment to engage in an ever-changing world.
Every student from the University will graduate with:

Broad knowledge and appreciation of the liberal arts integrated with a depth of
knowledge in a specialized discipline

Ability to think critically and creatively, and apply those skills toward resolution of
local, national and global problems

Excellence in written, oral, and creative expression through a variety of traditional
and contemporary media

Effective leadership and teamwork skills with cultural competence

Commitment to ethical, environmental, and social responsibility accompanied by
civic and community engagement
26
Wrapping Up
Once you finish building your ePortfolio, test your product. Log out of your account
and view your ePortfolio as a viewer. Review the list of do’s and don’ts below, as
well as the checklist while you view your ePortfolio.
Do’s and Don’ts
The following lists offer advice on what to do and what not to do when creating your
ePortfolio.
Do:

Guide your visitors and tell them where to go through each section of your
ePortfolio, while providing as many links as possible to related content.

Distinguish levels of heading by indenting, font size, capitalization, and other
graphic elements.

Use arial, normal, or veranda fonts for both headings and body text.

Save your work every 15-20 minutes. The Internet is a volatile workspace: and any
number of errors can occur to terminate a connection.

Create text between section headings. Every heading level should have
explanatory text preceding it before another section heading is introduced.

Document any outside sources used as reference or content on your portfolio
(including pictures, tables, diagrams, charts, and other intellectual material you did
not create)

Embed documents and writing samples as content for each writing samples page
and/or create them as attachments within pages.
Don’t:

Don’t display content sensitive materials without getting consent from your
Professor and affected parties.

Don’t create a heading with only one subheading following it. Parent headings
should always have at least two subheadings.

Don’t use passive voice unless absolutely necessary.

Don’t use future tense unless absolutely necessary.

Don’t have a bullet list with only one bullet.

Don’t use unclear demonstratives–-“this,” “that,” “these,” or “those” without a
qualifying noun following.
27
 Don’t talk about “this document” or “this manual” or “these instructions” in
your work examples pages. Instead, talk to the reader directly about the
processes behind the creation of each document (instructions, challenges,
goals, teamwork).
Checklist
 Body texts should default between 12-14 pts font size.
 No text should be smaller than a 10pt font size (including footers).
 Make both headings and text arial, normal, or veranda fonts.
 Avoid all caps. Capitalize all significant nouns in headings and page titles.
 Use present tense throughout the entire ePortfolio. Passive voice should be
used sparingly and changed to active voice as often as appropriate.
 Talk to the visitor and use “you” to tell them about the pages in the portfolio. You
aren’t present to answer any questions they might have as they look at your
ePortfolio so try to intuit your visitor’s needs and explain content with as much
detail as possible.
 Give links to other pages and content that relates to one another as much as
possible in order; guide your visitors throughout the entire portfolio as you want
them to see it. Provide choice with the links so that a visitor can navigate at their
own pace if they don’t want to follow your script.
 If you use animated images, keep them to a minimum in occurrence and length.
 Due to space limitations, keep images to a minimal size and occurrence.
 Use suggested color schemes for effective portfolio presentation.
 Proofread and spell check.
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Resources
Video Tutorials

The Center for Advancement of Faculty Excellence (CAFÉ) has created video
tutorials and an ePortfolio Guide to assist students with their ePortfolio.

Go to http://laverne.edu/cafe

Click on ePortfolios (on left side of page). From there you will find the following
video resources:
1. Tutorial Video #1: Accessing Google Sites App, creating a website, and creating
a new page on the website
2. Tutorial Video #2: Uploading an image onto a page
3. Tutorial Video #3: Posting a YouTube video, a link to another website, and
sharing options
4. Tutorial Video #4: Changing the order of the link on the left sidebar
These video clips are generalized for all La Verne students.
5. Tutorial One: Introduction to the ePortfolio
(This video walks students through the steps of setting up their ePortfolio. This clip
was specifically made for child development students).
ePortfolio Guide
6. On the CAFE’ page you will find a link to this guide. It can be found on the
CAFÉ’ web page under ePortolio then Child Development Requirements.
7. An electronic copy of The Goal Checklist and the Rationale Statement
Assignment and rubric can be found on the CAFÉ’ web page under ePortfolio
then Child Development Requirements.
Glossary
Attachment
Announcements
An electronic file that is attached to a webpage, and does not allow
the viewer to modify its content
A page type built to resemble a blog.
Access right
Permission given to a user to access secure content.
Browser window
A software that reads the HTML formatting of files found online, and
translates the code to display as a page
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Color Scheme
Color combinations applied to background, foreground, and text to
enhance the look and feel of an ePortfolio.
Default
A selection automatically used or created by a computer program.
Digital File
A document that is created and stored on a computer. The files are
usually created in a page layout software program, and can be read
by only that specific software program.
Drop-down menu
A menu interface that condenses a list of options into a single
selection menu. The menu only displays one of the options within a
text box, until a button is selected to expand the entire list of options.
E-mail
An electronic form of message communication. E-mail is provided as
a free service by many web hosts, including Google.
ePortfolio
An electronic version of a traditional hardcopy portfolio taken to a job
interview.
Storage Cabinet
A webpage (Pages or Sub-pages) that acts as a document
repository.
Google
Google is a well-known search engine provider that also offers many
free services when you create an account with them including: email,
word processors, and digital photo galleries.
Google Accounts
A Google account allows users to access Google’s various free tools
and services
Google ID
A Google ID is the name of a username you select specifically for
Google to use their services.
Header Image
A picture or graphic that appears at the top of a webpage.
Home page
The first page all visitors to the website will be presented with. This is
where all first impressions of an ePortfolio are established, and
should convey an introduction to the site contents as well as an
objective for presenting your materials.
Host
A remote computer that provides users at their home computer a
space to create and access files, tools, and services offered online.
HTML
Hypertext Markup Language. The programming language that allows
users to program a webpage for online viewers.
HTML Editor
A tool that allows users to create webpage without having to know
any HTML code. The tool interface is designed to look like a
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standard word processor, but codes content in HTML in the
background.
Hyperlinks
References to files, document sections, and other website URLs
outside of a document or website are embedded as links within text.
Hyperlinks are used to quickly navigate to new content with one easy
click.
Lists page
Lists pages are dedicated to keeping track of related types of
information such as deliverables, who is working on them, when they
are due, what has or has not been finished. Google allows these lists
to be user defined or selected from three common templates that are
fully customizable.
Menu Tab
An individual link within a list of menu options.
Navigation
window
A customizable window that lists links to different pages within an
ePortfolio. field
Page attachments
A document that is embedded within a single webpage. An
attachment allows files to be read online, without allowing the visitor
access to download the whole document for their own personal use.
A good security feature to limit what content can be read in an
ePortfolio without leaving the source material vulnerable.
Page header
Located at the top of all pages within the website. Includes the page
title and logo if any.
Permissions
Permissions are access rights that are user defined to who may view
your ePortfolio.
Sidebar
A space within a webpage that allows the creator to add menus such
as for site navigation, recent site activity, etc.
Sitemap
A sitemap is provided in a Navigation side panel, and lists out the
entire organization of your website’s pages and their hierarchy.
Useful for navigating straight to a sub-page not listed in a
navigational sidebar panel.
Sub-pages
Sub-pages are similar in every respect to top-pages, with one
exception: they are one level lower than top pages in URL hierarchy.
Themes
A motif or consistently occurring idea within backgrounds, font types,
and foreground color schemes. Some are pre-built and offered to
users to customize the look of an ePortfolio website. A theme can be
changed at any time at whim.
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Upload
The transfer of digital data from one computer source to another.
URL
Short for Uniform Resource Locator, this is the standard text field
that appears within every Internet browser to point to a specific
webpage on the world wide web. See web address.
Verification
The process of confirming a user's credentials based upon
information they provide in the form of a password and username.
Webpage
A space on the World Wide Web often connected to other spaces/
pages through hypertext.
Web Address
The virtual address a webpage is located at on the world wide web.
All web addresses are comprised of a protocol, a space name, a
domain name, and syntax after the domain to denote exactly where
content is located within the domain. For example, a typical web URL
may look like http://example.com/abc.
Word Processing
software
Word Processing Software -- A computer program that emulates the
capabilities of an analog word processor (typewriter) for example,
Microsoft Word. In addition, the software allows users to craft and
insert a variety of extra tools such as tables, images, font colors and
page dimensions.
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Appendix
ePortfolio Rationale Statement
Students will write one rationale statement for each self-selected artifact and one for the DRDP-PS
Crosswalk. Rationale statements are approximately two paragraphs in length. The rationale begins
with a brief description or summary of the artifact, provides an analysis of the essential elements of
the artifact, and then provides an adequate justification as to how the artifact demonstrates
proficiency in the corresponding goal or goals.
*Note: The word analysis usually implies at least two elements: (a) a breakdown of something
into parts or ideas, and (b) a discussion or description of those parts using a point of view or a
method. If, for example, you were asked to analyze the DRDP Crosswalk Table, you would choose
several main or important ideas from it, and then discuss each in turn using some kind of special
point of view, theory, or method.
Rubric for
rationale
statement
Not Present
Emerging
Competent
Exceptional
Score
1
2
3
4
1-4
Description of
artifact
Description of
artifact is unclear,
key elements are
not covered.
Description of
artifact is unclear and
most of the key
elements are not
addressed.
Description of artifact is clear;
some of the key elements are
not addressed.
Provides a clear description
of the artifact, explains in
the rationale how the
artifacts address the
criteria given for the
relevant goals, and each
key element within the
goal.
Analysis of artifact
Analysis of artifact
is not present.
Analysis of artifact is
unclear lacking clear
method or theory.
Analysis of artifact is clear;
some analysis of theory and
method are identified
Significant components of
the artifact are identified
and thoroughly analyzed
using theory and methods.
Interrelationships among
components are identified
and analyzed
Aligns with Goal
or Goals
Knowledge of the
goal is not present.
Knowledge of the
goal is unclear
and/or the example
is unclear.
Demonstrates knowledge of 1
goal and gives 1 example of
how the artifact aligns with
the goal.
Demonstrates knowledge
of 2 goals and gives 1
example of how the artifact
aligns with both goals.
Language Use and
format
Meaning is
frequently
confused due to
Meaning is
occasionally
confused in a minor
Displays competence with
most sentence structures;
good word choice; very minor
Displays consistent facility
with language; variety of
sentence structures from
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Writing
Organization
frequent problems
in sentence
structure,
grammar,
mechanics, and
word choice/idiom
usage.
way due to errors in
sentences, grammar,
mechanics, and word
choice/idiom usage.
errors in grammar, mechanics,
and word choice/idiom usage.
simple to complex;
sophisticated/precise/cleve
r word choice, no errors.
Is disorganized
with confusing,
disconnecting
ideas. Very difficult
to follow.
Can be followed, but
not clearly organized.
Lacks transitions, and
sometimes wanders.
Is organized. Ideas
appropriately sequenced with
minor problems in
cohesiveness.
Is very well organized with
clear main ideas and
supporting evidence.
Effective, smooth
transitioning.
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References
NAEYC (2010). 2010 NAEYC standards for initial and advanced early childhood
programs. Retrieved from http://www.naeyc.org/ncate/files/ncate/
NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf
University of La Verne (2013). University of La Verne 2013-2014 catalog. La Verne,
CA.
Updated 8. 2014
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