ERIC Number: ED415236
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
An Introduction to Using Portfolios in the Classroom.
Danielson, Charlotte; Abrutyn, Leslye
This guide is a useful resource for educators who would like to begin using portfolios in the classroom. The three major types of portfolios are working portfolios (collections of work in progress), display portfolios (also called showcase or best works), and assessment portfolios. These types are distinct in theory, but tend to overlap in practice. Once the purpose of the portfolio has been determined, the steps in the portfolio development process are: (1) collection; (2) selection; (3) reflection; and (4) projection. Projection, in the portfolio process, means looking ahead and setting goals for the future. Portfolios are best used in the classroom when they are used as a stimulus for students to produce imaginative and creative work, and when students are encouraged to analyze their own progress and to produce answers to open-ended questions. There are many logistical challenges to the use of portfolios, and it is essential not to undermine their instructional benefits by using them prematurely for high-stakes assessment. Many of the assessment tasks of portfolios can be achieved through well-designed performance tasks. It is the collection and reflection aspects of portfolios that make them such a valuable assessment tool. Some practical suggestions are offered for portfolio management. (Contains 8 figures and 58 references.) (SLD)
Descriptors: Educational Assessment, Educational Practices, Elementary Secondary Education, Evaluation Methods, High Stakes Tests, Instructional Effectiveness, Performance Based Assessment, Portfolio Assessment, Portfolios (Background Materials), Self Evaluation (Individuals), Student Evaluation, Test Construction
Association for Supervision and Curriculum Development, 1250 N. Pitt Street, Alexandria, VA 22314-1453 ($10.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A