Portfolio Assessment
Greetings. The following materials are intended to provide an introduction to portfolio assessment. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records is presented at the end of this file.
Connie Kuo
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Portfolios: Connecting Learning and Assessment
Student Portfolios: Classroom Uses
Portfolio Assessment
Guidelines for Portfolio Assessment in Teaching English
Performance and Portfolio Assessment for Language Minority Students
A Portfolio Assessment Model for ESL
The Use of Portfolio in Evaluation
Citations from the ERIC Database
AN: EJ638871
AU: Miholic,-Vincent; Moss,-Michelle
TI: Rethinking Portfolio Applications and Assessment.
PY: 2001
SO: Journal-of-College-Reading-and-Learning; v32 n1 p5-13 Fall 2001.
DEM: *Basic-Writing; *Portfolio-Assessment; *Writing-Evaluation; *Writing-Instruction
DER: Developmental-Studies-Programs; Higher-Education
AB: Addresses problems related to consistency of goals and objectives in student portfolio applications. Poses questions to test if the portfolio process is working correctly and authentically, particularly in weighing the use of portfolios as a formative rather than summative tool. (SG)
AN: EJ634152
AU: Gannon,-F.-Terry; Draper,-Peter-R.; Watson,-Roger; Proctor,-Susan; Norman,-Ian-J.
TI: Putting Portfolios in Their Place.
PY: 2001
SO: Nurse-Education-Today; v21 n7 p534-40 Oct 2001.
DEM: *Competence-; *Nursing-Education; *Portfolio-Assessment; *Portfolios-Background-Materials
DER: Confidentiality-; Higher-Education; Reliability-; Validity-
AB: Using portfolios for assessment of nursing competence raises issues of ambiguity, confidentiality, and honesty. More research is needed to develop a clear theoretical framework and measures of validity, reliability, and credibility for nursing portfolio assessment. (Contains 29 references.) (SK)
AN: EJ629210
AU: Berryman,-Lizabeth; Russell,-David-R.
TI: Portfolios across the Curriculum: Whole School Assessment in Kentucky.
PY: 2001
SO: English-Journal; v90 n6 p76-83 Jul 2001.
DEM: *Educational-Change; *Portfolio-Assessment; *Theory-Practice-Relationship; *Writing-Across-the-Curriculum; *Writing-Instruction
DER: Curriculum-Development; Secondary-Education; Teacher-Researchers
AB: Presents the results of a two-year teacher/researcher collaboration between Liz, an experienced high school English teacher, and David, a university researcher in writing across the curriculum. Describes the experience of the school studied and presents some reactions of teachers to the experience. (SG)
AN: EJ629200
AU: Dudley,-Martha
TI: Portfolio Assessment: When Bad Things Happen to Good Ideas.
PY: 2001
SO: English-Journal; v90 n6 p19-20 Jul 2001.
DEM: *Instructional-Effectiveness; *Portfolio-Assessment; *Student-Evaluation; *Writing-Evaluation; *Writing-Instruction
DER: Class-Activities; Elementary-Secondary-Education; Writing-Attitudes
AB: Notes that portfolios are a valuable classroom practice and one with many applications to the world students will enter when they leave the classroom, but the use of portfolios to assess distorts the concept and weakens its effectiveness. Discourages the use of portfolios for assessment. Concludes that portfolios are not about assessment; they are about achievement, reflection, and celebration. (SG)
AN: EJ637248
AU: Lynch,-Ellen-M.; Struewing,-Nancy-A.
TI: Children in Context: Portfolio Assessment in the Inclusive Early Childhood Classroom.
PY: 2001
SO: Young-Exceptional-Children; v5 n1 p2-10 Fall 2001.
DEM: *Child-Development; *Disabilities-; *Inclusive-Schools; *Portfolio-Assessment; *Student-Evaluation
DER: Early-Childhood-Education; Evaluation-Methods; Parent-School-Relationship; Preschool-Education; Young-Children
AB: This article provides an overview of the benefits of using portfolio assessment for children with special needs followed by a discussion of the steps one might follow when implementing this strategy in an inclusive classroom. A sample letter to parents and a developmental domain descriptor sheet are provided. (Contains nine references.) (CR)
AN: EJ639348
AU: Delett,-Jennifer-S.; Barnhardt,-Sarah; Kevorkian,-Jennifer-A.
TI: A Framework for Portfolio Assessment in the Foreign Language Classroom.
PY: 2001
SO: Foreign-Language-Annals; v34 n6 p559-68 Nov-Dec 2001.
DEM: *Evaluation-Methods; *Portfolio-Assessment; *Student-Evaluation
DER: Models-; Second-Language-Instruction; Second-Language-Learning
AB: Outlines a framework or portfolio assessment that offers foreign language teachers a model for systematically designing and implementing assessment portfolios and give them a tool to use for conducting further research. (Author/VWL)
AN: EJ635532
AU: Chang,-Chi-Cheng
TI: A Study on the Evaluation and Effectiveness Analysis of Web-based Learning Portfolio (WBLP).
PY: 2001
SO: British-Journal-of-Educational-Technology; v32 n4 p435-58 Sep 2001.
DEM: *Portfolio-Assessment; *Student-Evaluation; *World-Wide-Web
DER: Learning-Processes; Questionnaires-; Reliability-; Research-Needs; Tables-Data; Validity-
AB: Discusses the use of portfolios to evaluate student work, evaluates a Web-based learning portfolio, analyzes its impact on students' learning processes, reports on the validity and reliability of the questionnaire used in the evaluation study, proposes suggestions for revisions, and recommends future research. (LRW)
AN: ED456110
AU: Webre,-Elizabeth-C..
TI: Instructor and Student Reflection on Portfolio Use in the Reading Practicum.
PY: 2001
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED456110
DEM: *Portfolio-Assessment
DER: Elementary-Education; Higher-Education; Performance-Based-Assessment; Practicums-; Preservice-Teacher-Education; Reading-Instruction; Self-Evaluation-Individuals; Student-Teacher-Attitudes
AB: Elementary education majors at the University of Louisiana at Lafayette are required to use performance portfolios, which document their experiences in the field, provide opportunities for improved performance-based assessment by the instructor/field experience supervisors, and promote self-evaluation and self-reflection. At the end of the spring 2000 semester, 19 preservice teachers responded to a questionnaire that investigated the benefits they associated with portfolios, how the portfolios might be useful to them in the future, and their attitudes toward portfolio assessment. Results indicated that the experience promoted their self-reflection and self-evaluation and supported preservice teachers' development of organizational skills necessary for effective teaching. Respondents believed that the portfolios would be useful to them in future teaching, particularly when preparing lessons and selecting instructional activities. Most of the preservice teachers were positive about using portfolio assessment. They valued it as an appropriate vehicle for assessment because it shows progress over time, shows improvement in specific areas, enables them to evaluate their own work, showcases all work, guides them in organizing evidence of performance, serves as a repository for teaching ideas for future use, can be a pleasurable and creative experience, and can be used in elementary classrooms. (SM)
AN: ED453674
AU: Yoshida,-Yuichi
TI: Authentic Progress Assessment of Oral Language: Oral Portfolios.
PY: 2001
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED453674
DEM: *English-Second-Language; *Oral-Language; *Portfolio-Assessment
DER: Class-Activities; Foreign-Countries; High-School-Students; High-Schools; Instructional-Materials; Second-Language-Instruction; Second-Language-Learning; Secondary-Education; Student-Evaluation; Teaching-Methods; Test-Format; Test-Validity
AB: Student testing in Japan is not effectively used. In many cases test results are used only for ranking and sorting students into whatever the designated purposes of the tests are. They are not focused on monitoring individual student progress. This is an especially inadequate approach for teaching oral communications courses. This paper proposes a different assessment tool which emphasizes monitoring individual student progress and achievement on a daily basis: the oral portfolio. Part one of this paper explains the present situation in oral language instruction and assessment in Japanese high schools. Part two defines authentic assessment as well as key factors and technical qualities. Part three focuses on key concepts in portfolios that are essential to authentic assessment, and how these processes could be implemented in Japanese high school classrooms. The final part demonstrates how authentic oral portfolio assessment can be incorporated into classroom instruction and provides sample activities. Oral portfolios also help learners become more self-directed and self-starting by encouraging them to take more responsibility for their own learning. Appended are three forms appropriate for handouts: an analytic scoring rubric for formal speaking; formal speaking peer-assessment sheet; and sheet for Self-Assessment of Process. (Contains 14 references.) (KFT)
AN: ED438559
AU: Sunstein,-Bonnie-S., ed.; Lovell,-Jonathan-H., ed.
TI: The Portfolio Standard: How Students Can Show Us What They Know and Are Able To Do.
PY: 2000
AV: Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($22). Tel: 603-431-7894; Tel: 800-793-2154 (Toll Free); Web site: http://www.heinemann.com.
NT: Foreword by Donald H. Graves. Illustrations by Peter H. Reynolds. Chapters in the book are revised from presentations at a National Council of Teachers of English Professional Development Conference, "Inside Portfolios: Interpreting the Cultural Artifacts of Literacy" (San Jose, California, January 15-17, 1998).
PR: Document Not Available from EDRS.
DE: *Portfolio-Assessment; *Writing-Evaluation
DE: Elementary-Secondary-Education; Higher-Education; Politics-of-Education; Teacher-Role; Urban-Schools; Writing-Apprehension
AB: In this book, teachers, students, administrators, and assessors all show that a carefully rendered portfolio becomes an increasingly internalized standard against which learners can assess their own growth. Essays in the book share diverse portfolio projects from across the United States and reflect the spirit and enthusiasm the authors shared as they asked questions that arose from what they learned by looking inside today's portfolios. After a foreword by Donald Graves and an introduction by Bonnie S. Sunstein and Jonathan H. Lovell, essays in the book are: (1) "Be Reflective, Be Reflexive, and Beware: Innocent Forgery for Inauthentic Assessment" (Bonnie S. Sunstein); (2) "Curatorial Collections: Cross-Curricular Design Portfolios" (Jeffrey D. Wilhelm); (3) "Getting Real: Talking to Students about Portfolios" (Thomas Stewart); (4) "When a Portfolio Keeper Is a Reluctant Writer" (Mary E. McGann); (5) "To Sit Besi
DE: Learning to Evaluate Reading and Writing" (Susan Stires); (6) "Who's the Teacher?" (Linda Rief, Molly Finnegan, and Cinthia Gannett); (7) "Freedom and Identity: Portfolios in a Puerto Rican Writing Class" (Miriam Dempsey Page); (8) "Digging In!: Dynamics of Assessing General University Competencies by Portfolio" (Marilyn R. Barry and Yaso Thiru); (9) "Artifacts--Different Kinds of Facts: How Material Culture Shapes the Researcher Portfolio" (Elizabeth Chiseri-Strater; (10) "The Connected 'I': Portfolios and Cultural Values" (Danling Fu); (11) "From Queen of the Classroom to Jack-of-All-Trades: Talking to Teachers about the Kentucky Writing Portfolio" (Elizabeth Spalding); (12) "Identity and Reliability in Portfolio Assessment" (James D. Williams); (13) "Interpreting Teacher and Student Portfolios as Artifacts of Classroom Cultures: A Descriptive Assessment" (Julie Cheville, Sandra Murphy, Barbara Wells Price, and Terry Underwood); (14) "Latching on to Portfolios: Assessment Conversations in English Education" (Joe Potts, Ron Strahl, and Don Hohl); (15)"Portfolios and the Politics of Assessing Writing in Urban Schools" (John S. Schmit and Deborah A. Appleman); and (16) "Surveying Portfolios: Three Lenses to the Rescue" (Judith Fueyo). An afterword by Jonathan H. Lovell and Bonnie S. Sunstein concludes the book. (RS)
AN: EJ607850
AU: Bintz,-William-P.
TI: Using Freewriting To Assess Reading Comprehension.
PY: 2000 SO: Reading-Horizons; v40 n3 p205-23 2000
DE: *Free-Writing; *Portfolio-Assessment; *Reading-Comprehension; *Writing-Evaluation
DE: Elementary-Education; Holistic-Evaluation; Writing-Processes
AB: Claims that increasing numbers of reading educators are looking to recent advances in holistic writing assessment to explore new potentials for assessing reading comprehension. Reports on a research project exploring use of freewriting to assess reading comprehension; describes use of written retellings as a tool to support reading; and presents a taxonomy of patterns constructed from using freewriting with proficient readers. (NH)
AN: EJ598827
AU: Spigelman,-Candace
TI: Trying for Democracy: Group Decision-Making in the Portfolio Classroom.
PY: 1999 SO: Composition-Studies-Freshman-English-News; v27 n2 p23-37 Fall 1999
DE: *Decision-Making; *Group-Discussion; *Group-Dynamics; *Portfolio-Assessment; *Remedial-Programs; *Writing-Instruction
DE: Cooperative-Learning; Democratic-Values; Higher-Education
AB: Looks at the notion of the democratic public sphere as a useful construct for collaborative practices in portfolio classrooms. Describes the author's efforts to foster democratic participation by situating portfolio talk and assessment within the public space of one developmental writing classroom. Describes conflicts unseen until the end of the course and poses some suggestions for their potential resolution. (SC)
AN: EJ596932
AU: Burch,-C.-Beth
TI: Inside the Portfolio Experience: The Student's Perspective.
PY: 1999 SO: English-Education; v32 n1 p34-49 Oct 1999
DE: *Freshman-Composition; *Portfolio-Assessment; *Student-Attitudes; *Writing-Improvement
DE: College-Freshmen; Higher-Education; Sex-Differences; Teacher-Attitudes
AB: Examines whether first-year composition students at two state universities believe that portfolios are as effective for students as composition instructors widely assume them to be. Investigates the assumption in composition pedagogy that portfolios are good for students' writing and that students like and appreciate the opportunity to be in a writing class using portfolios for assessment. (SC)
AN: EJ595752
AU: Morrison,-Rebecca
TI: Picture This! Using Portfolios To Facilitate the Inclusion of Children in Preschool Settings.
PY: 1999 SO: Early-Childhood-Education-Journal; v27 n1 p45-48 Fall 1999
DE: *Disabilities-; *Inclusive-Schools; *Journal-Writing; *Peer-Acceptance; *Portfolio-Assessment; *Preschool-Children
DE: Accessibility-for-Disabled; Developmental-Disabilities; Differences-; Individual-Differences; Preschool-Education; Special-Needs-Students; Student-Writing-Models; Teaching-Methods
AB: Argues that inclusion of children with disabilities into various preschool settings presents opportunities for early childhood educators to address issues of differences through the use of effective tools and teaching strategies. Suggests that a journal-type portfolio is a tool early-childhood educators can use to enhance the acceptance of children with disabilities by their peers. (SD)
AN: ED436215
AU: Ross,-Jeffrey-D.
TI: Twenty-Four English 101 Students Evaluate Their Portfolio Assignment.
PY: 1999
NT: Paper presented at the Conference of the Two-Year English Association West Region (Park City, UT, October 14-16, 1999).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED436215
DE: *English-Instruction; *Portfolio-Assessment; *Student-Attitudes; *Writing-Skills
DE: Community-Colleges; Conference-Papers; Student-Reaction; Two-Year-College-Students; Writing-Assignments; Writing-Evaluation
AB: This study evaluates student attitudes about the use of portfolios in an English composition course. During the course of a semester, students in an English 101 course at Central Arizona College compile a portfolio of their compositions. Included in the portfolio is a rewrite of the first assigned paper (P-1). The P-1 paper was due the second week of the semester and received evaluative remarks only (no grade) from the instructor. Students were later asked to rewrite P-1. Near the end of the semester, 24 students were asked to respond to the following two questions: 1) Why was/wasn't the P-1 easy to revise? 2) Should the P-1 be included in the portfolio? This document presents student responses and the instructor's conclusions. Conclusions were: 83% of students found the P-1 easy to revise and 96% believed the P-1 should be included in the portfolio; responses indicate that students understand the purpose of the assignment and are able to reflect on their improvement as writers. (RDG)
AN: ED436002
AU: Gagliano,-Kathy; Swiatek,-Laura
TI: Improving Student Assessment through the Implementation of Portfolios in Language Arts.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC05 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED436002
DE: *Instructional-Effectiveness; *Portfolio-Assessment
DE: Action-Research; Evaluation-Methods; Grade-1; Grade-3; Language-Arts; Primary-Education; Test-Use
AB: This report describes a program that was implemented to improve student assessment through the use of portfolios. The targeted population consisted of a first and third grade classroom in a suburb of a large Midwestern metropolitan area. The problems related to assessment were documented by state mandated test scores, teacher determined grades, teacher observations, student and parent surveys, and anecdotal records. Analysis of the probable cause data revealed that tests scores do not provide a clear picture of student growth and development. Evidence of this problem is low test scores, poor quality work, a discrepancy between performance on tests and student ability, and parental difficulty in understanding test scores. These factors, particularly the discrepancy between state-mandated test scores and teacher-determined grades in language arts, caused difficulty in clearly seeing and interpreting growth and development in student performance. A review of solution strategies suggested by credible sources combined with analysis of the problem setting resulted in a determination to use portfolio assessment in language arts as an intervention strategy. The intervention strategy included student-maintained portfolios, student and parent conferencing with teachers, and the use of a variety of authentic assessments. Post intervention data indicated that the use of portfolios provides students with a sense of ownership in their own learning and provides both parents and students with a more complete picture of student growth and development over time. Portfolios can be used to complement rather than substitute for testing and provide a more complete picture of student achievement and progress. They also provide teachers with a more complete picture of the successes of their teaching and areas where improvement is needed. (Contains 10 figures of data and 23 references. Appendixes contain data, survey instruments, and self-evaluation forms.) (Author/RS)
AN: ED442584
AU: Wortham,-Sue-C.; Barbour,-Ann; Desjean-Perrotta,-Blanche
TI: Portfolio Assessme
NT: A Handbook for Preschool and Elementary Educators.
CS: Association for Childhood Education International, Olney, MD.
PY: 1998
AV: Association for Childhood Education International, 17904 Georgia Avenue, Suite 215, Olney, MD 20832; Tel: 800-423-3563 (Toll-Free); Web site: http://www.udel.edu/bateman/acei.
NT: Produced with Peggy Apple and Sandy Enders.
PR: EDRS Price MF01/PC07 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED442584
DE: *Performance-Based-Assessment; *Portfolio-Assessment; *Student-Evaluation
DE: After-School-Programs; Case-Studies; Change-Strategies; Elementary-Education; Evaluation-Methods; Portfolios-Background-Materials; Preschool-Education
AB: Although support for using portfolios in student assessment is widespread, few educators agree on what portfolios are and what their purposes should be. This book details a step-by-step process to help preschool and elementary educators get started in the use of portfolios for student assessment or gain new insights or strategies in their use. Chapter 1 introduces performance assessments and portfolios, and discusses current thinking about their use. Chapter 2 presents the framework for initiating portfolio assessment, including primary decisions that must be made when moving into portfolio assessment. Chapters 3 through 6 are case studies of individual and groups of teachers, and the process they used to begin using portfolio assessment in their individual teaching settings. Chapter 3 reflects the use of portfolios in a model child development center serving infants through 4-year-olds. Chapter 4 reports the experience of a group of teachers who restructured their school to improve the achievement of children from poor families. Chapter 5 reviews the experiences of teachers in the intermediate grades in implementing portfolio assessment, focusing on mathematics and science assessment. Chapter 6 details a project approach to curriculum development and the curriculum-portfolio connection in an after-school program. Chapter 7 discusses common elements from the four case studies: the decision to use portfolio assessment, philosophical bases for its use, selecting the purpose for portfolios, criteria for selecting assessment strategies, and collecting, interpreting, and reporting data. Five appendices include assessment forms. (KB)
AN: EJ598866
AU: Jochum,-Julie; Curran,-Christina; Reetz,-Linda
TI: Creating Individual Educational Portfolios in Written Language.
PY: 1998 SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v14 n3 p283-306 Jul-Sep 1998
DE: *Portfolio-Assessment; *Portfolios-Background-Materials; *Writing-Evaluation; *Writing-Instruction
DE: Curriculum-Development; Elementary-Secondary-Education; Learning-Disabilities; Low-Achievement; Program-Implementation
AB: Explores the portfolio process as an evaluation tool for authentic assessment of writing. Discusses (1) current literature related to use of portfolios; (2) the critical elements of the portfolio process; (3) their relationship to the authentic assessment of writing; and (4) effective ways of implementing individual educational portfolios for writers with disabilities in both general education and special education settings. (RS)
AN: EJ596355
AU: Johnson,-Robert-L.; Willeke,-Marjorie-J.; Steiner,-Deila-J.
TI: Stakeholder Collaboration in the Design and Implementation of a Family Literacy Portfolio Assessment.
PY: 1998 SO: American-Journal-of-Evaluation; v19 n3 p339-53 Fall 1998
DE: *Cooperation-; *Evaluators-; *Family-Literacy; *Portfolio-Assessment
DE: Evaluation-Methods; Portfolios-Background-Materials; Program-Evaluation; Research-Design; Test-Construction
AB: Describes the collaborative process and the lessons learned when the staff of a family-literacy program and an evaluator worked together to design and implement a portfolio assessment that was used to collect program-evaluation information for the Even Start program over two years. Discusses opportunities to collaborate in the development of this assessment. (SLD)
AN: EJ592379
AU: Cizek,-Gregory-J.
TI: The Assessment Revolution's Unfinished Business.
PY: 1998 SO: Kappa-Delta-Pi-Record; v34 n4 p144-49 Sum 1998
DE: *Educational-Innovation; *Grading-; *Student-Evaluation
DE: Academic-Achievement; Educational-Change; Elementary-Secondary-Education; Evaluation-Methods; Holistic-Approach; Inservice-Teacher-Education; Portfolio-Assessment
AB: Despite dramatic evolution during the past decade, assessment of student performance still has issues to address which present important challenges for educators and may determine whether assessment ultimately succeeds or fails. The three issues are evaluating students, applying assessment innovations (holistic scoring and portfolio assessment), and preparing teachers and administrators in the fundamental principles and practices of educational assessment. (SM)
AN: EJ582923
AU: Underwood,-Terry
TI: The Consequences of Portfolio Assessme
NT: A Case Study.
PY: 1998 SO: Educational-Assessment; v5 n3 p147-94 1998
DE: *Boards-of-Education; *Language-Arts; *Portfolio-Assessment; *Scoring-
DE: Case-Studies; Middle-Schools; School-Districts; Test-Use
AB: Presents findings of a year-long study of a language arts portfolio-assessment system in a California middle school in which an external evaluation committee applied a rubric to student portfolios from three teachers' classes. Discusses reasons the school board chose not to adopt the portfolio system. Contains over 60 references. (SLD)
AN: EJ581925
AU: Wolfe-Quintero,-Kate; Brown,-James-Dean
TI: Teacher Portfolios.
PY: 1998 SO: TESOL-Journal; v7 n6 p24-27 Win 1998
DE: *English-Second-Language; *Faculty-Development; *Language-Teachers; *Portfolios-Background-Materials; *Teacher-Evaluation
DE: Elementary-Secondary-Education; Higher-Education; Portfolio-Assessment; Preservice-Teacher-Education; Professional-Development; Second-Language-Instruction
AB: A portfolio of achievements, experiences, and reflections can help English-as-a-Second-Language teachers attain professional development goals and offer administrators greater insight for making informed hiring and job-performance decisions. This paper focuses on what teacher portfolios are, what their contents should be, and what their uses are (professional development, student mentoring, and evaluation). (SM)
AN: EJ580694
AU: Drake,-Sarah-E.
TI: One Teacher's Experiences with Student Portfolios.
PY: 1998 SO: Teaching-History:-A-Journal-of-Methods; v23 n2 p60-76 Fall 1998
DE: *History-Instruction; *Portfolio-Assessment; *Self-Evaluation-Individuals; *Student-Evaluation; *Student-Projects
DE: High-Schools; Portfolios-Background-Materials
AB: Discusses the implementation of a student portfolio project in two high school history classes. Presents background arguments for employing portfolios; outlines the creation and evolution of the assignment; explains the assessment and individual interview process; and assesses the success of the assignment. Includes the assignment requirements given to students. (DSK)
AN: EJ577894
AU: Barrett,-Helen-C.
TI: Strategic Questions: What To Consider When Planning for Electronic Portfolios.
PY: 1998 SO: Learning-and-Leading-with-Technology; v26 n2 p6-13 Oct 1998
DE: *Computer-Uses-in-Education; *Multimedia-Materials; *Portfolio-Assessment; *Portfolios-Background-Materials; *Student-Evaluation
DE: Authoring-Aids-Programming; Computer-Software; Elementary-Secondary-Education; Evaluation-Methods
AB: Discusses the use of electronic portfolios as an alternative student-assessment method. Highlights include reasons to use technology to store portfolios in multimedia format; context; teacher-centered approach, student-centered approach, and mixed models; multimedia software; authoring software; and multimedia presentations versus electronic portfolios. (LRW)
AN: ED428833
AU: Shores,-Elizabeth-F.; Grace,-Cathy
TI: The Portfolio Book: A Step-By-Step Guide for Teachers.
PY: 1998
AV: Gryphon House, Inc., P.O. Box 207, Beltsville, MD 20705; Tel: 301-595-9500; Fax: 301-595-0051; e-mail: Info@ghbooks.com; Web site: http://www.ghbooks.com ($19.95).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DE: *Portfolio-Assessment; *Student-Evaluation
DE: Early-Childhood-Education; Evaluation-Methods; Measures-Individuals; Student-Interests; Student-Records; Teaching-Guides
AB: This book details a process for using student portfolios to support improved learning for children, teachers, and families, with the goal of encouraging reflection and goal-setting by individual learners and engaging parents in assessment and evaluation through frequent and varied communication. The book provides three major features: portfolio assessment theory, easy-to-use applications, and a complete set of reproducible forms. Chapter one of the book provides background information on assessment and evaluation, while chapter two summarizes how portfolios support child-centered learning and developmentally appropriate practice in early childhood education and care. Chapter three describes what teachers can do to get ready to implement the ten-step portfolio process. Chapter four outlines a typical portfolio and its contents. Chapter five guides the user through the ten-step portfolio process, showing how each step supports family participation and discussing how that involvement can make teachers and parents stronger allies. This chapter also shows how portfolio-based assessment is a process of innovation and adaptation. Three appendices provide a glossary of terms, sample forms of written materials, and a classroom equipment list. (SD)
AN: EJ575376
AU: Gelfer,-Jeffrey-I.; Perkins,-Peggy-G.
TI: Portfolios: Focus on Young Children.
PY: 1998 SO: TEACHING-Exceptional-Children; v31 n2 p44-47 Nov-Dec 1998
DE: *Disabilities-; *Portfolio-Assessment; *Student-Evaluation
DE: Curriculum-Based-Assessment; Early-Childhood-Education; Elementary-Education; Performance-Based-Assessment
AB: Offers guidelines and examples for the use of portfolios with early childhood and elementary age children with disabilities. Topics addressed include what a portfolio is and looks like, how a portfolio is organized, what is included in a portfolio, the selection process for deciding the portfolio contents, and portfolio evaluation and reporting. (DB)
AN: EJ575375
AU: Salend,-Spencer-J.
TI: Using Portfolios To Assess Student Performance.
PY: 1998 SO: TEACHING-Exceptional-Children; v31 n2 p36-43 Nov-Dec 1998
DE: *Disabilities-; *Performance-Based-Assessment; *Portfolio-Assessment; *Student-Evaluation
DE: Compliance-Legal; Elementary-Secondary-Education; Guidelines-
AB: Among six guidelines for portfolio assessment are (1) identify the goals of the portfolio; (2) determine type of portfolio to be used; and (3) establish procedures for organizing the portfolio. Insets explain performance-based assessment and use of portfolio assessment to comply with the Individuals with Disabilities Education Act Amendments of 1997. A portfolio assessment rubric and list of resources are attached. (DB)
AN: EJ574893
AU: Parsons,-Jim
TI: Portfolio Assessme
NT: Let Us Proceed with Caution.
PY: 1998 SO: Adult-Learning; v9 n4 p28-29,32 Sum 1998
DE: *Educational-Environment; *Portfolio-Assessment; *Student-Role; *Teacher-Role
DE: Evaluation-Criteria
AB: Four issues to be considered when critiquing the use of portfolio assessment are (1) change in teacher and learner status, (2) problematic nature of teacher authority, (3) what counts as work products in a portfolio, and (4) effect of the educational environment on the freedom of choice that portfolio assessment entails. (JOW)
AN: EJ572870
AU: Gearhart,-Maryl; Herman,-Joan-L.; Gearhart,-Maryl; Herman,-Joan-L.
TI: Portfolio Assessme
NT: Whose Work Is It? Issues in the Use of Classroom Assignments for Accountability.
PY: 1998 SO: Educational-Assessment; v5 n1 p41-55 1998
NT: Special section on portfolios and large-scale assessment. Research partially supported by the Educational Research and Development Center Program, Cooperative Agreement R117G10027.
DE: *Accountability-; *Portfolio-Assessment; *Student-Evaluation; *Test-Construction; *Testing-Programs
DE: Elementary-Education; Parent-Influence; Peer-Influence; Performance-Based-Assessment; Portfolios-Background-Materials; Scoring-; State-Programs; Teacher-Influence; Test-Use; Writing-Evaluation
AB: Explores issues of whose work is actually being evaluated when raters outside the classroom context make judgments about students based on work composed with the support of peers, teachers, and parents. Data from an evaluation of a statewide assessment and a study of scoring elementary school writing portfolios illustrate the issues. (SLD)
AN: ED422340
AU: Martin-Kniep,-Giselle-O.
TI: Why Am I Doing This? Purposeful Teaching through Portfolio Assessment.
PY: 1998
AV: Heinemann, A Division of Reed Elsevier, Inc., 361 Hanover Street, Portsmouth, NH 03801-3912; phone: 800-793-2154; fax: 800- 847-0938; World Wide Web: http://www.einemann.com ($19).
NT: Written "with Diane Cunningham and Diane Muxworthy Feige."
PR: Document Not Available from EDRS.
DE: *Educational-Change; *Elementary-School-Teachers; *Portfolio-Assessment; *Secondary-School-Teachers; *Test-Construction
DE: Educational-Research; Elementary-Secondary-Education; Learning-Disabilities; Performance-Based-Assessment; Special-Education
AB: The essays in this collection are the products of work by more than 100 teachers in the Hudson Valley Portfolio Assessment Project. Teachers spent 3 years learning about, experimenting with, and reflecting on their uses of assessment and its relations to student achievement. In the opening three essays, Giselle Martin-Kniep discusses what she learned from the program and the key assumptions and design components that drive assessment practices and changes in teacher practice. Then eight program participants discuss their own experiences, focusing on their own professional development. The following chapters are included: (1) "The Unfolding of the Hudson Valley Portfolio Assessment Project" (Giselle O. Martin-Kniep); (2) "Program Components of the Hudson Valley Portfolio Assessment Project" (Giselle O. Martin-Kniep); (3) "The Design Process" (Giselle O. Martin-Kniep); (4) "Seeing Our Growth as Learners: The Story of a First-Grade Teacher and Her Students" (Rebecca Collins); (5) "Helping Children Monitor Their Own Learning" (Robin Sotak); (6) "The Crazy Project Lady Comes Home" (Marcia Lubell); (7) "Ongoing Assessment Strategies Allow Me To Meet the Needs of My Students" (Liz Locatelli); (8) "Realizing the Power of Reflection" (Robin Grusko); (9) "Authentic Assessment at Work in a Self-Contained Classroom of Learning-Disabled Students" (Jill Berkowicz and Diane Cunningham); (10) "Rising to the Challenge of High-Stakes Assessment" (Julio Amodeo); (11) "The Evolution of a Man with Dual Roles: Portrait of a Teacher and Administrator" (Bill Peppiatt); and (12) "Understanding Teacher Change and Its Meaning" (Giselle O. Martin-Kniep). Four appendixes contain the protocols for review of teacher and student portfolios, the rubric for teacher portfolios, and the teacher research simulation. (Contains 16 figures.) (SLD)
AN: EJ562018
AU: Georgi,-David; Crowe,-Judith
TI: Digital Portfolios: A Confluence of Portfolio Assessment and Technology.
PY: 1998 SO: Teacher-Education-Quarterly; v25 n1 p73-84 Win 1998
DE: *Computer-Uses-in-Education; *Performance-Based-Assessment; *Portfolio-Assessment; *Student-Teacher-Evaluation
DE: Educational-Technology; Elementary-Secondary-Education; Evaluation-Methods; Higher-Education; Internet-; Portfolios-Background-Materials; Preservice-Teacher-Education
AB: Summarizes two trends in teacher education: using performance-based portfolios for assessment, instruction, and professional development and transforming computers from complicated instruments to universally available tools that facilitate tasks involving knowledge access and processing. The article explores connections between the two trends and poses possibilities for teacher educators as they plan for the future. (SM)
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Other Resources (available either for sale or via interlibrary loan)
Title: The Portfolio as a student learning and assessment tool.
Author: Sanders, Bob Ray.
Year: 2001
Publisher: Starlink.
Title: The Principal Portfolio. Second Edition.
Author: Brown,-Genevieve; Irby,-Beverly-J.
Year: 2001
Publisher: Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA
ISBN:0761977007
Title: Portfolio assessment in the secondary classroom.
Author: Brayko, Brenda L.
Year: 2000
Publisher: University of Wisconsin--Green Bay.
Title: Developing a K-12 portfolio assessment plan : A study in the advantages and disadvantages of creating and sustaining a long-term student portfolio to improve assessment, instruction, and learning.
Author: Salling, Debora K.
Year: 2000
Publisher: Central Connecticut State University.
Title: Portfolio assessment for students with special needs.
Author: Geleski, Amy M.; Carroll, Martha.
Year: 2000
Publisher: University of Toledo.; College of Education.
Title: Preparing the portfolio for an Assessment of Prior Learning.
Author: Snow, Roslyn.
Year: 1999
Publisher: Easy Guides.
Title: A guide to portfolios.
Author: Pennsylvania Dept. of Education.
Year: 1999
Publisher: Pennsylvania Dept. of Education.
Title: Why am I doing this? : purposeful teaching through portfolio assessment.
Author: Martin-Kniep, Giselle O.; Cunningham, Diane ; Feige, Diana MuxworthY.
Year: 1998
Publisher: Heinemann.
Title: Portfolio assessment : A handbook for preschool and elementary educators.
Author: Wortham, Sue Clark; Barbour, Ann; Desjean-Perrotta, Blanche.
Year: 1998
Publisher: Association for Childhood Education International.
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