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ERIC Number: ED356273
Record Type: Non-Journal
Publication Date: 1992
Pages: 34
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-87367-341-7
The Portfolio Approach to Assessment. Fastback Series 341.
Grady, Emily
The shortcomings of standardized testing as the predominant form of student assessment in the United States are reviewed, and the use and potential benefits of portfolio assessment are explored. Children's educational experiences and their future job prospects and standards of living are being decided by test scores. Moreover, these test scores may be unfair or biased against some students. Instead of more tests, we need a new attitude toward assessment, one that encourages a variety of assessments. Portfolio assessment, through collections of student works, can be an encompassing format for this new philosophy. Before considering what a portfolio should contain, it is important to establish the purpose of the assessment. The experiences of Vermont illustrate the development of a portfolio assessment with consistent standards. Examples of guidelines for mathematics and language arts portfolios make it clear that it is possible to establish consistent practices. It is also necessary to reflect on the portfolio occasionally, using self-evaluations and direct questions or profiles. Educators also find portfolios useful tools for preservice teachers. Portfolio assessment can be the framework for a new curricular structure that integrates assessment into the learning loop. (SLD)
Phi Delta Kappa, P.O. Box 789, Bloomington, IN 47402-0789 ($1.25; $1 for Phi Delta Kappa members).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.
Identifiers - Location: Vermont