Career Portfolio Rubric (PKV.01, PKV. 02, EOV.01, EOV.02, EOV.03)
PK1.01 – create a personal profile of their competencies and interests, and explain how these affect their attitude towards learning
PK2.04 – produce an action plan for improving personal-management skills that identifies personal strengths, challenges, and steps for improvement
EO2.01 – identify school and community resources available to support learning, and explain how they can be accessed
EO3.03 – identify, on the basis of research, selected occupations or fields of work most suited to them based on their personal profile
EO1.03 – create a learning plan that is based on identified learning strengths, challenges, needs, goals, and strategies for success in secondary school
strengths &
needs
Expert (80-100%)
rarely reflects upon learning without
teacher prompting to identify
strengths and weaknesses, uses
feedback, or modifies work.
frequently requires teacher
prompting to reflect upon learning,
identify strengths and weaknesses,
use feedback, and modify work.
occasionally reflects upon learning
independently, identifying strengths
and weaknesses, uses feedback, and
modifies work.
independently reflects upon learning,
identifying strengths and weaknesses,
uses feedback and modifies work
accordingly.
school/work
opportunities
Practioner (70-79%)
provides minimal information on the
skills, education or volunteer work
that would help in achieving
professional goals, provides
incomplete information on senior high
school courses needed to pursue
chosen career, provides incomplete
information on type of postsecondary training or schooling
needed
provides basic information on the
skills, education or volunteer work
that would help in achieving
professional goals, provides basic
information on type of postsecondary training or schooling
needed, lists basic information on
senior high school courses needed to
pursue chosen career
describes some skills, education or
volunteer work that would help in
achieving professional goals, explains
senior high school courses needed to
pursue chosen career, describes
postsecondary training or schooling
needed
explains specific skills and examples,
education or volunteer work that
would help in achieving career
goals, explains specific senior high
school courses needed to pursue
chosen career, has back-up plan,
describes types of post-secondary
training or schooling needed and
gives examples
Goal-Setting &
Reflection
Apprentice (60-69%)
Makes no effort to identify a goal or is
unable to set realistic goal(s); no selfreflection; unable to determine
progress toward goal. Fails to take
advice from others and/or to
acknowledge need for future goals;
works within limits and shows no
growth
Begins without completely defined
goal; has limited understanding of
how strengths and limitations
contribute to goal; attempts selfreflection, but has difficulty in
determining progress toward goal;
can modify plan effectively only with
input from others; identifies next steps
only with direct assistance; works
within limits and extends skills if
success is assured
Sets attainable goal(s) with realistic
expectations in how personal
strengths, limitations, and interests
contribute to the goal; may require
some guidance; self-reflects on
progress and modifies plan
effectively based on self-reflection as
well as input from others; identifies
next steps with some prompting;
consistently pushes limits and extends
skills even if moderate risk is required
Note-taking
Thinking (20%)
Understanding (20%)
Novice (50-59%)
Requires assistance selecting
keywords to use in researching the
questions. Extracts a lot of information
which isn’t relevant. Some notes are
copied directly from the original
source.
Selects some keywords that are not
effective in researching the questions.
Notes may include irrelevant facts or
be missing some important facts.
Selected mostly effective keywords to
use in researching the questions.
Notes include facts that answer most
of the research questions and are
written in the student’s own words.
Sets challenging goal(s) with clear
priorities based on personal strengths,
limitations; accurately self-reflects on
progress toward goal and can
independently and effectively modify
plan based on self-reflection;
independently identifies next steps;
habitually challenges limits and
extends skills, demonstrating a
willingness to take risks that may lead
to failure
Uses Boolean operators to research
questions. Extracts most relevant
information. Writes notes including
succinct key facts which directly
answered all of the research
questions and were written in the
student's own words.
Visuals
Visuals do not support or further
illustrate (and may even undermine)
key ideas presented in the text. They
may be misleading, indecipherable,
or unrelated to the text
Attempt made to integrate visuals but
there may be little sign of mutual
reinforcement. There is no attention
paid to visual design criteria such as
balance, proportion, harmony and
restraint. There is some tendency
toward random use of graphics.
Visuals and content combine
effectively to deliver a high impact
message with the graphics and the
words reinforcing each other.
Jot Notes
Expert (80-100%)
The combination of visuals with words
and ideas takes communication and
persuasion to a very high level,
superior to what could be
accomplished with either alone. The
mixture brings about synergy and
dramatic effects which reach the
intended audience.
Printing is difficult to decipher, date &
topic may be missing or not
immediately obvious, doesn’t
attempt jot notes – writes in
sentences
Printing is partially legible, date or
topic may be missing or not
immediately obvious, attempts jot
notes but uses too many words
Printing is mostly legible, date and
topic are easily readable. Most jot
notes in point form
Printing is legible, date and topic are
obvious, all jot notes in point form
Form
Practioner (70-79%)
Tone is inappropriate. Little sense of
introduction & conclusion. Lacks
subheadings or organization
Reportorial tone may be inconsistent,
introduction & conclusion may be unclear ,
Subheadings or organization may not be
very effective.
Reportorial tone with a clear title,
introduction, conclusion, subheadings &
references; logical sequencing.
Writing Conventions
Apprentice (60-69%)
Spelling errors are frequent, even on
common words; punctuation
(including terminal punctuation) is
often missing or incorrect;
capitalization is random and only the
easiest rules show awareness of
correct use; the reader must read
once to decode, then again for
meaning; MLA citations and Works
Cited missing;
Spelling is usually correct or reasonably
phonetic on common words, but more
difficult words are problematic; End
punctuation is usually correct; internal
punctuation is sometimes missing/wrong;
most words are capitalized correctly but
control over more sophisticated
capitalization skills may be spotty; MLA
citations and Works Cited attempted but
inconsistent or incorrect.
Shows control over those conventions
that are grade/age appropriate:
mostly accurate spelling, punctuation
and capitalization; MLA citations and
Works Cited
spelling is generally correct, even on more
difficult words; the punctuation is accurate,
even creative, and guides the reader
through the text; a thorough
understanding and consistent application
of capitalization skills, MLA citations and
Works Cited; the writer may manipulate
conventions for stylistic effect – and it
works!
Career Planning
Application (40%)
Communication (20%)
Novice (50-59%)
shows little or no thought or does not
accurately represent the skills, abilities
and interests of the student; shows
some idea of how to attain the
chosen career but there are few
realistic, attainable goals; identifies a
few skills needed for success in
chosen profession but Unclear or
contradictory evidence of growth;
develops employment application
tools that lack professionalism and/or
are too generic/inaccurate
shows some thought and roughly
represents the skills, abilities and
interests of the student; shows a fairly
clear and accurate plan with
realistic goals for reaching the
chosen career; identifies basic skills
needed for success in chosen
profession & provides evidence of
growth; develops employment
application tools that look
professional but do not accurately
represent the student
is fairly well thought out and
represents the skills, abilities and
interests of the student; shows a fairly
clear and accurate plan with
realistic and attainable goals for
reaching the chosen career;
identifies skills needed for success in
chosen profession and assesses these
skills against current skill level &
provides clear evidence of growth in
selected skills; develops effective
employment application tools;
presentation is professional, accurate
& unique to student
is well thought out and accurately
represents the skills, abilities and
interests of the student; shows a clear
and accurate plan with realistic and
attainable goals for reaching the
chosen career; identifies and
describes a number of skills needed
for success in chosen profession &
provides clear evidence of growth in
several/key skills; develops effective
employment application tools that
really sell the student
Formative Evaluation Record
Date
Assignment(s)
Understanding
Thinking
Communication
Application