ERIC Number: ED344194
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Practitioners' Perceptions of the Transition to Portfolio Assessment.
Yumori, Wendie C.; Tibbetts, Katherine A.
A study examined practitioners' perceptions about the transition from a scope and sequence of skills approach to reading instruction and assessment to a whole literacy curriculum and portfolio assessment. Subjects, four consultants and eight teachers at one of the seven public elementary schools served by the Kamehameha Early Education Program (KEEP) in Hawaii, were interviewed at the end of the first year of implementing the new program and piloting the portfolio assessment. Results indicated that: (1) the transition to the new curriculum and portfolio assessment was difficult for practitioners generally because of traditional conceptions held about instruction and assessment; and (2) teachers who had used the scope and sequence of skills to guide their instruction were concerned that portfolio assessment did not provide them with the same specific instructional targets that they had had previously with traditional mastery tests of skills. (Twelve references are attached.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Hawaii; Kamehameha Early Education Program
Note: Paper presented at the Annual Meeting of the American Educational Research Association (73rd, San Francisco, CA, April 20-24, 1992).