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ERIC Number: ED343103
Record Type: Non-Journal
Publication Date: 1991-Dec
Pages: 47
Abstractor: N/A
Reference Count: N/A
Portfolios: From Mandate to Implementation.
Roe, Mary F.
A qualitative study focused on the experiences of 20 teachers required to use portfolio assessment in a summer program for at-risk kindergarten and first-grade students. Three questions guided data collection: What types of information did the teachers aggregate?; What definition of literacy emerged from the acquired information?; and What guided the teachers' decision-making in creating their portfolios? Data came from student portfolios, teacher interviews, and questionnaires. Results indicated that: (1) the teachers selected a variety of artifacts to portray a student's literacy which resulted in four types of portfolios, labeled respectively "minimalist,""positivist,""compulsive," and "conversationalist"; (2) an equal attention to reading and writing and assessment fairness emerged as important considerations; (3) teachers contributed their attitudes and knowledge in implementing portfolio assessment; and (4) teachers believed that portfolio assessment became an assessment of their professional capabilities. Findings suggest a gap between the idealized portrayal of portfolio assessment and its use. (Three tables of data and a figure diagramming anecdotal comments are included; 29 references, questions used in teacher interviews, and the teacher questionnaire are attached.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A