ERIC Number: ED329917
Record Type: RIE
Publication Date: 1990-Nov
Reference Count: N/A
Portfolio Assessment in Teacher Education: A Tale of Two Cities.
Ohlhausen, Marilyn M.; Ford, Michael P.
A study examined the ways that the use of portfolio assessment in graduate literacy learning classes altered the teaching and assessment practices of these teachers in their own classrooms and the ways portfolio assessment in such classes provide evidence of growth in learning/thinking. Subjects, 75 graduate students in 4 classes, were asked to keep literacy portfolios which included representative samples of themselves as language users, language learners, and language teachers. Multiple measures, including in-class and follow-up portfolio questionnaires, outside reviews, and anecdotal evidence collected by instructors, were used to provide data for the study. Results indicated that: (1) portfolio assessment was an effective way to document growth, provide a record of change and show the learner's application of issues and ideas encountered in class; (2) most of the teachers continued to seek out other opportunities to explore the use of portfolios; (3) by the end of the semester, almost all teachers stated that they had plans to initiate or expand the use of portfolios in their classrooms; and (4) 85% of the teachers indicated that constructing their own portfolios was helpful in the process of self-assessment. Findings suggest that successful implementation of portfolio assessment in schools will depend upon providing time and encouragement to teachers as they work with and refine the process in their own classrooms. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Portfolio Approach
Note: Paper presented at the Annual Meeting of the National Reading Conference (40th, Miami, FL, November 27-December 1, 1990).