ERIC Number: ED362887
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Student Portfolios and Teacher Logs: Blueprint for a Revolution in Assessment.
Calfee, Robert C.; Perfumo, Pam
A study examining portfolio practice in selected elementary programs throughout the United States is reported in this paper. The survey covered 150 "nominated" contacts, including states, districts, schools, school teams, and individual teachers. Respondents worked from a largely blank sheet of paper, which they used to "brainstorm" and "cluster" their ideas about student portfolios. A group of two dozen respondents participated in a 2-day working conference where they documented and analyzed their collective experience with the portfolio concept. Group sessions were videotaped and analyzed. Results found three themes that appeared to capture the essence of contemporary practice: (1) teachers in the portfolio movement convey an intense commitment and personal renewal; (2) the technical foundations for portfolio assessment appear infirm and inconsistent at all levels; and (3) portfolio practice at the school and teacher level shies away from standards and grades, toward narrative and descriptive reporting. Based on these preliminary findings, a "Teacher Logbook" was designed to support and effectuate the portfolio approach, and to connect portfolios to other facets of teacher professionalization. The Teacher Logbook accomplishes several interrelated tasks: journal documentation by the teacher of evidence bearing on student performances; summary judgments of student achievement; and a complementary record of curriculum events supporting student learning. For the portfolio movement to succeed it must be connected to the other supporting components in a manner that continues to meet internal classroom needs while satisfying external policy demands. (A figure illustrating the Teacher Logbook is included. Contains 19 references.) (RS)
Publication Type: Reports - Research; Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.