NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED361725
Record Type: Non-Journal
Publication Date: 1993
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Portfolio Programs and Their Assessment Discussed.
Partridge, Susan
Educators are expressing the pros and cons of portfolio programs and their assessment. Teachers should be among the policy makers, and teacher-training institutions should bear their share of preparing teachers in all aspects of portfolio programs, including testing. Decade after decade, in both elementary and secondary education, students' writing was judged largely on the mechanics. Many students with poor writing mechanics have something worthwhile to say. Portfolio programs provide students with the opportunity of coming to grips with their own thoughts about certain issues. Even very young children can write factual, imaginative, or humorous material. Throughout many decades witness has been borne to unfair assessment of individual students in standardized tests. Standardized tests have been and continue to be criticized by reputable, concerned people. Alternative tests are needed if there is to be a fair appraisal of all students. The combination of improved standardized tests and a fair-as-possible alternative assessment would provide a more accurate appraisal of students. The seemingly increasing use of student portfolios adds to the need for alternative assessment. Implications include: (1) testing is necessary and should be in keeping with educational goals; (2) teacher training institutions should bear their share of training teachers in portfolio programs; (3) the use of test results to compare schools is questionable; (4) mechanics of writing are best taught in connection with the students' own compositions; and (5) good teaching, which requires teacher-student interaction, is usually reflected in tests based on the goals set. (RS)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A