Peer Review of Bethani Lejia

By Alejandra Lira
Criteria
Introduction
of Artifacts

Exemplary 4

Proficient - 3

Limited - 2

Unsatisfactor Point
y-1
s

All artifacts are

accompanied
by an
Introduction
that clearly
explains what
the item is,
why it was
created, and
why its
important.

Most of the
artifacts are
accompanied
by an
Introduction
that clearly
explains what
the item is,
why it was
created, and
why its
important.

Some of the
artifacts are
accompanied
by an
Introduction
that clearly
explains what
the item is,
why it was
created, and
why its
important.

No artifacts
are
accompanied
by an
Introduction
that clearly
explains what
the item is,
why it was
created, and
why its
important.

Selection of
Artifacts
Selects
artifacts that
support the
purpose of the
eportfolio and
the
skills/abilities
demonstrated
in each
section.

All artifacts
and work
samples are
clearly and
directly related
to the purpose
of the
eportfolio. The
eportfolio
includes a wide
variety of
artifacts.

Most artifacts
and work
samples are
related to the
purpose of the
eportfolio. The
eportfolio
includes a
variety of
artifacts.

Some of the
artifacts and
work samples
are related to
the purpose of
the eportfolio.
The eportfolio
includes some
variety of
artifacts.

The artifacts
2
and work
samples do not
relate to the
purpose of the
eportfolio. The
eportfolio does
not include a
variety of
artifacts.

Reflection on
Learning
Reflections on
each
page/section
describe the
learning (i.e.
skills, abilities,
growth,
achievement,
accomplishme
nts) that
occurred from
producing the

All reflections
clearly
describe the
learning (i.e.
skills, abilities,
growth,
achievement,
accomplishme
nts) that
occurred from
producing the
artifacts.

Most of the
reflections
describe the
learning (i.e.
skills, abilities,
growth,
achievement,
accomplishme
nts) that
occurred from
producing the
artifacts.

A few of the
reflections
describe the
learning (i.e.
skills, abilities,
growth,
achievement,
accomplishme
nts) that
occurred from
producing the
artifacts.

The reflections 2
do not
describe the
learning (i.e.
skills, abilities,
growth,
achievement,
accomplishme
nts) that
occurred from
producing the
artifacts.

Artifacts are
accompanied
by an
introduction
that clearly
explains what
the item is,
why it was
created, and
why its
important.

Peer Review of Bethani Lejia

By Alejandra Lira
artifacts.
Connection
to Future
Learning
Reflections
illustrate the
ability to
effectively
critique the
work and
identify areas
for continued
learning.
Navigation
and
Readability
The
organization of
the eportfolio
and how to
navigate to
various
sections/pages
is clearly
indicated.
Page layout
(including
headings, font
size and color,
whitespace,
and other text
formatting
make the
eportfolio and
artifacts easy
to read.
Writing is clear
and free of
grammatical,
spelling, and
punctuation
errors.

All reflections
illustrate the
ability to
effectively
critique work,
and include
goals for
continued
learning (long
and short
term).

Most of the
reflections
illustrate the
ability to
effectively
critique work,
and include
goals for
continued
learning (long
and short
term).

A few
reflections
illustrate the
ability to
effectively
critique work,
and include
goals for
continued
learning (long
and short
term).

The reflections 3
do not
illustrate the
ability to
effectively
critique work
or include
goals for
continued
learning (long
and short
term).

The various
parts of the
portfolio are
labeled, clearly
organized and
allow the
reader to
easily locate
an artifact and
move to
related pages
or a different
section.
Color,
background,
font styles
(italic, bold,
underline) and
type size for
headings, subheadings and
text are used
consistently
and enhance
the readability
throughout the
eportfolio.
Horizontal and
vertical white

The navigation
links generally
function well,
but it is not
always clear
how to locate
an artifact or
move to
related pages
or different
section.
Color,
background,
font styles,
and type size
for headings,
sub-headings
and text are
generally used
consistently
throughout the
eportfolio.
Horizontal and
vertical white
space
alignment is
generally used
appropriately
to organize

The navigation
links are
somewhat
confusing, and
it is often
unclear how to
locate an
artifact or
move to
related pages
or a different
section. Some
of the external
links do not
connect to the
appropriate
website or file.
The eportfolio
is often
difficult to read
due to
inappropriate
use of fonts
and type size
for headings,
sub-headings
and text or
inconsistent
use of font

The navigation 4
links are
confusing, and
it is difficult to
locate artifacts
and move to
related pages
or a different
section. Many
of the external
links do not
connect to the
appropriate
website or file.
The eportfolio
is difficult to
read due to
inappropriate
use of fonts,
type size for
headings, subheadings and
text and font
styles (italic,
bold,
underline).
Color of
background,
fonts, and links

Peer Review of Bethani Lejia

By Alejandra Lira
space
alignment is
used
appropriately
to organize
content.
The writing is
clear and free
of
grammatical,
spelling or
punctuation
errors.

content.
The writing is
largely free of
grammatical,
spelling or
punctuation
errors.

styles (italic,
bold,
underline).
Color of
background,
fonts, and links
decreases the
readability of
the text and
used
inconsistently
in some places
throughout the
eportfolio.
Horizontal and
vertical white
space
alignment is
sometimes
used
inappropriately
to organize
content.
The writing
includes
include some
grammatical,
spelling or
punctuation
errors that
distract the
reader.

decreases the
readability of
the text, is
distracting and
used
inconsistently
throughout the
eportfolio.
Horizontal and
vertical white
space
alignment is
used
inappropriately
, and the
content
appears
disorganized
and cluttered.
Numerous
grammatical,
spelling or
punctuation
errors hinder
effective
communication
and distract
the reader.