ERIC Number: ED319814
Record Type: RIE
Publication Date: 1990-Apr
Reference Count: N/A
A Teacher's Portfolio--What Is Necessary and Sufficient? (A High School Biology Unit Plan as an Example.)
Unit plans presented by 18 high school biology teachers as part of portfolios designed to represent their work were compared. Portfolios are increasingly being considered in the assessment of master teachers, beginning teachers, and preservice teacher candidates. The research staff of the Stanford University Teacher Assessment Project designed a portfolio development process and guided/assisted the participants as they developed their portfolios. The 18 teachers were chosen to represent diversity in experience and work conditions among biology teachers. The unit plan, one element of the total portfolio, was rated by 16 raters from the research team and the teaching profession. Teachers who developed acceptable plans had a minimum of three types of evidence: (1) the instructional sequence; (2) justification for inclusion of the topic in the syllabus; and (3) a reasoned or descriptive reflection about the successes and failures of the unit. The difference between acceptable and unacceptable plans was in the ability to reflect on the plan and its execution. The review made it clear that teachers can organize evidence of their skills, knowledge, and dispositions around a unit plan, and that raters can make judgments based on these plans. Five tables present information about the subjects. An appendix contains the biology teacher's portfolio construction kit. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Sponsor: Carnegie Corp. of New York, NY.
Authoring Institution: N/A
Note: Based on a paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).