The webfolio contains student work from throughout the Advanced Journalism class. The majority of the finished products from the course are published in the webfolio, with the student choosing the work. Almost all of the writing assignments in the course require peer editing, so the students can receive feedback from a small portion of their intended audience before the work is finalized. The writing in the webfolio has also been evaluated by the teacher per the specific assignment requirements. There is a tremendous amount of work that goes into producing a newspaper, and it is often difficult for the advisor to keep track of exactly who is doing what. For student's whose projects involve publishing the newspaper, self assessment is an important tool. After each issue of the paper, those students write a few paragraphs about what they did for the paper, what they are proud of and what they want to do differently for the next issue. They then list the work they completed, assign a point value to the work and give themselves a grade. For instance, writing news briefs may only count as 25 points, but designing a full page would be worth 100 points. The teacher then meets individually with the students, usually with written comments, and finalized the point values and grades. When evaluating the webfolio, the teacher must look at the work as a whole since the individual parts have already been evaluated. It is important to keep the purpose of the webfolio in mind when evaluating it. Different students may have different audiences in mind when they create the project: colleges and universities, future employers, other journalists, the local community, family, self, interest groups, literary organizations, and the general public.  This determines the content and presentation of the webfolio. A webfolio geared towards future employment will be much more formal then a webfolio done for personal growth. Below is a sample rubric. Depending on the experience of the students and the complexity of the webfolio, different sections should be weighed in different ways. For a novice web page designer, the focus should be put on the content and reflection in the portfolio. Just posting on the Internet will be enough of a challenge for these students. As the students become more comfortable with the technology, the design and technical skills will become more important. The students have already completed part of the webfolio and will be accustomed to selecting their work and reflecting on it. They can then focus on the look of the page and the bells and whistles of the technology.

	Content:
		Sufficient breath and depth of the student's work is shown. A variety of samples, preferably in different media forms (writing, art, audio, video) are available. Works are dated to show the viewer growth over time.
	Reflection:
		Student shows awareness of the strengths and weaknesses in their works. The webfolio process and "final" project are evaluated. Future goals for the webfolio and individual assignments are included.
	Design:
		All text is easily readable. The webfolio has an overall design theme (backgrounds, images, links, format). The design them is appropriate for the intended audience.
	Technical Skills:
		All links and graphics are in working order. Student can effectively use web design publishing software. Student can save files in web-readable formats and ftp.