ERIC Number: ED350343
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Student Portfolio and Profiles: A Holistic Approach to Multiple Assessment in Whole Language Classrooms.
Enoki, Donald Y.
The assessment process in whole language classrooms in the Honolulu (Hawaii) School District is described. The development of alternative measures based on actual student performances was a natural outcome of the teachers' training and implementation of a holistic education/whole language program. Multiple and multidimensional assessment emerged from the holistic perspective, resulting in performance-based measures that included authentic samples of students' work. The systematic gathering of selected works led to the development of student portfolios and the student summary profile. Assessment is treated as an integral part of the instructional and learning processes rather than as pre/post measures on test items. Formal and informal measures and process and product measures are being tested in Chapter 1 programs and in Students of Limited English Proficiency programs. Three years of development have led to some significant results in sustained growth in student achievement. Classroom teachers are recognizing the worth of assessment and evaluation as an integral part of instruction. Performance-based measures developed through portfolios can serve as a significant way to measure student growth and development more accurately. Thirteen figures and one table are included. (SLD)
Descriptors: Alternative Assessment, Classroom Techniques, Compensatory Education, Educational Assessment, Elementary Secondary Education, Holistic Approach, Performance Based Assessment, Portfolios (Background Materials), Profiles, School Districts, Student Evaluation, Teacher Education, Test Format, Test Use, Whole Language Approach
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A