T.T418

Student Portfolio

Student Portfolio

Students will create a portfolio demonstrating their best work in their best areas of theatrical production. Portfolios should include artifacts of student progress, and analytical and reflective pieces, and showcase a project from conceptualization through realization. Work from a student’s entire theatre career may be used.

There should be interim review and feedback given by the teacher throughout the project. The interim feedback may be informal or used for class grading purposes.

At the completion of the project, students will retain ownership of their portfolios with the intent that they will continue building and revising their portfolios throughout postsecondary and their careers.

This assessment has three parts:
o Part 1–Overview and Explanation
o Part 2–Artifact Collection and Self-Evaluation
o Part 3–Case Study

This item has not yet been field-tested.


This is an analytic rubric. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension
  • Structural Elements

    Title Page, Table of Contents, Educational and Work Philosophy, Case Study, Five Artifacts, Works Cited, Font Type and Size, 1-inch Margins, and Double Spacing

  • Artistic Elements

  • Critical Understanding

  • Critical Reflection

  • Evaluation

  • Use of Feedback

  • Process and Perspective

  • 1
  • 2
  • 3
  • 4
  • Structural elements are incomplete and/or unorganized.

    N/A at this time.
  • Structural elements are not comprehensive or are inaccurate. Structural elements are organized, but without a logical structure.

    N/A at this time.
  • Structural elements are comprehensive, accurate, and logically organized.

    N/A at this time.
  • All structural elements are included in a professional, comprehensive, accurate, and logically organized manner.

    N/A at this time.
  • Does not reach a standard described by any of the descriptors.

    N/A at this time.
  • Able to demonstrate limited knowledge and understanding of the elements of the art form studied.

    N/A at this time.
  • Able to demonstrate good knowledge and understanding of the elements of the art form studied.

    N/A at this time.
  • Able to demonstrate excellent knowledge and understanding of the elements of the art form studied.

    N/A at this time.
  • Does not reach a standard described by any of the descriptors.

    N/A at this time.
  • Able to communicate a limited critical understanding of the art form studied, in the context of his or her own work.

    N/A at this time.
  • Able to communicate a good level of critical understanding of the art form studied, in the context of his or her own work.

    N/A at this time.
  • Able to communicate a well-developed critical understanding of the art form studied, in the context of his or her own work.

    N/A at this time.
  • Does not reach a standard described by any of the descriptors.

    N/A at this time.
  • Records his or her artistic development and processes with little reflection.

    N/A at this time.
  • Reflects critically on his or her artistic development and processes at different stages of his or her work.

    N/A at this time.
  • Reflects critically and deeply on his or her artistic development and processes at different stages of his or her work.

    N/A at this time.
  • Does not reach a standard described by any of the descriptors.

    N/A at this time.
  • Carries out a limited evaluation of his or her work, with guidance.

    N/A at this time.
  • Carries out a good evaluation of his or her work. The evaluation includes an appraisal of the quality of work produced and an identification of some areas of improvement.

    N/A at this time.
  • Carries out an excellent evaluation of his or her work. This shows a considered appraisal of the quality of work produced and details of improvements that could be made.

    N/A at this time.
  • Does not reach a standard described by any of the descriptors.

    N/A at this time.
  • Uses feedback in his or her artistic development with extensive guidance, which informs his or her own artistic development and processes.

    N/A at this time.
  • Uses feedback in his or her artistic development with little guidance, which informs his or her own artistic development and processes.

    N/A at this time.
  • Intentionally uses feedback in his or her artistic development that shows an appropriate consideration of his or her artistic processes.

    N/A at this time.
  • Does not reach a standard described by any of the descriptors.

    N/A at this time.
  • Demonstrates his or her artistic process.

    N/A at this time.
  • Demonstrates his or her creative process and artistic perspective.

    N/A at this time.
  • Thoroughly demonstrates his or her creative process and unique artistic perspective.

    N/A at this time.
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