NotesFAQContact Us
Search Tips
ERIC Number: ED357384
Record Type: RIE
Publication Date: 1993-Mar
Pages: 5
Abstractor: N/A
Initial Opposition--Won't Portfolio Assessment Take Away Teacher Autonomy?
Dickson, Marcia
Unacknowledged and untended opposition can lead the "resistance" to destroy even the best planned of portfolio systems. The greatest cause of initial resistance to portfolio assessment is the fear that teachers will lose their autonomy and/or authority in the classroom. Writing instructors need to ask themselves about issues of control and autonomy: Why do they have so little faith that those they work with will share their beliefs about what constitutes good writing and good evaluation practices? They might also question what makes them so sure that their teaching is so special, and what might be gained from letting go of some of the control they wield over assessment and grades. The following strategies can make portfolio assessment stronger by avoiding resistance of faculty: (1) answering hard questions raised by the opposition; (2) planning the program as a group of peers rather than as individual administrators; and (3) piloting the program on a small scale, using both resistant and non-resistant faculty. Supporters of portfolio programs need to analyze the nature of the opposition's complaints, give credence to their very real concerns, and invite their participation in reshaping not only the portfolio assessment program but also the writing curriculum. (RS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (44th, San Diego, CA, March 31-April 3, 1993).