ERIC Number: ED338329
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
A Portfolio Approach to Assessment in a Developmentally Appropriate Kindergarten.
King, Marian J.
This practicum was designed to provide an assessment instrument that would serve as an alternative method of documenting the progress of kindergarten students. The portfolio approach to assessment of student progress was implemented in a kindergarten class and applied as an ongoing process. During a 12-week period, teacher and student selected samples of the student's work for the student's portfolio. The teacher also recorded observations and added parental input, audiotapes, photos, and assessment results. Formal and informal conferences between parents, teachers, and students were held as needed, with the portfolio contents used as the basis for addressing strengths and weaknesses of the student. Analysis of the data revealed that the portfolio approach to the assessment of students in a developmentally appropriate kindergarten was a far more positive instrument of evaluation than the report card. Parents indicated that the use of the portfolio approach gave them tangible and visual proof of their children's achievments: an experience that far surpassed that of seeing a letter grade on a report card. (SH)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova University.