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Technology Support and Loaner Equipment

Manage your Tk20 Assessment Portfolio

Tk20 allows you to manage your digital assessment portfolio from any device. You can access your portfolio by logging on to Tk20 at the BSU log-in page. Once you are logged in, follow these simple PDF instructions to begin managing your portfolio!

View PDF instructions for managing a Tk20 Assessment Portfolio

View PDF Instructions for managing a Student Teaching Portfolio

Student Teaching Portfolio Resources
There are seven components in your portfolio that will outline your student teaching experience. Please view the following links for details on each component.




Weekly Goals and Video Analysis

Rationales and Reflective Statements

What are Rationales?

A rationale is a precise explanation of the artifacts connection to the InTASC standard and makes clear connections to the knowledge, dispositions, and performance indicators of the InTASC standard(s). In other words, the rationale for the artifact explains why the artifact is evidence of your understanding or mastery of that InTASC standard. A rationale should be located in such a manner that it also serves as a descriptor/summary of the artifact and includes applicable references to two or more supporting sources (textbook, articles, videos, lectures, class activities, or other reference materials). Rationales link artifacts to the InTASC standards and further explain the content and context of the artifact in relation to your current understanding of the InTASC Standards.
Below is a list of writing prompts that will assist you in writing your artifact rationales.

1. What is the artifact?

2. Why is it filed under this standard?

3. What does it say about my growing competence?

4. What are my strengths and weaknesses in relation to this standard?

What are Reflections?

Each InTASC standard should have several reflections associated with it by the end of your degree. Think of a reflection as a testimony explaining your understanding of the principle. The purpose of having more than one reflection per principle is to serve as a sort of progress monitor. By saving previous years' reflections, you and others can track your progress and understanding of the principles. For the first reflection, some instructors will have their students rephrase the short version of the principle in their own words while others will ask students to provide examples of current understanding and goals for future use. Each department varies, so be sure to check with your decision point advisor. In later years, students will often be expected to deeply elaborate on the meaning of the principle and explain how they demonstrate understanding of the principle. By the completion of student teaching, a series of four reflections should be present on each InTASC standard, and each standard is supported by a minimum of one artifact. It is important to remember, however, that a reflection is different from a rationale.
Below is a list of writing prompts that will assist you in writing your reflective statements.

1. What does this standard mean to you?

2. How do these standards affect one's professionalism as a teacher?

3. Why is this standard important?

4. How does mastering/exhibiting this standard make someone a skilled teacher?

5. What experiences have you had that have influenced your interpretation of the principle?