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ERIC Number: ED347555
Record Type: Non-Journal
Publication Date: 1992
Pages: 55
Abstractor: N/A
Reference Count: N/A
Using Portfolios for More Authentic Assessment of Writing Ability.
Marchesani, Richard J.
A practicum sought to improve student writing and student attitude towards writing through a performance-based assessment which featured peer and teacher conferencing, holistic grading, and publication of material written by students. The practicum involved seventh and eighth graders and five teachers who instituted all aspects of the writing process from prewriting to evaluation. The 12-week writing program encompassed all four types of writing, provided folders for all students, outlined procedures for peer and teacher conferencing, conducted summative evaluations among teachers, enacted a letter-writing project among students, arranged for the collection and sealing of student folders for teacher assessment in the next academic year, and conducted summative evaluation surveys at the conclusion of the program. Analysis of the survey and evaluation of teacher discussions revealed a substantial increase in student participation in writing as well as an improved attitude by the students about writing. Use of holistic grading procedures brought about a greater awareness by teachers of this type of evaluation and provided a greater spectrum of positive grades from the students participating. Overall teachers and students generated a more positive outlook about writing in general and of portfolio assessment in particular. (Two tables of data are included; four appendixes--the Teacher and Student Surveys on Writing, the Teacher Summative Evaluation of Program, and the Post Project Student Survey--are attached.) (Author/PRA)
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A