ERIC Number: ED363864
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Portfolio and Performance Assessment: Helping Students Evaluate Their Progress as Readers and Writers.
Farr, Roger; Tone, Bruce
Responding to the increasing demand for the assessment of authentic language use, this book emphasizes that portfolios must first be useful and successful as part of instruction before they can be used effectively for assessment. Portfolios are presented in the book as working (not "show" portfolios) to promote the student's involvement in analyzing portfolio contents. The book aids in developing and training students as self-assessors so that they can monitor for themselves the effectiveness of their use of language. Chapters in the book are: (1) Thinking about It? Why Portfolios?; (2) Getting Started: Decisions, Decisions; (3) Building the Portfolio: What Goes in It?; (4) Using the Portfolio: Student and Teacher Assessment; (5) Portfolio Conferences: The Key to Success!; (6) Pulling It All Together: How to Solve the Assessment Puzzle; (7) Constructing Performance Assessments: Integrating Reading and Writing; and (8) Evaluating Performance Assessment Results: Developing Rubrics and Anchor Papers. Answers to 37 often asked questions about portfolio and performance assessment; an annotated sampling of 107 sources available on language arts portfolio assessment and performance assessment; and blackline masters/models of records, forms, note sheets, letters to parents, and announcements for use by students and teachers assessing with portfolios are attached. (RS)
Descriptors: Elementary Secondary Education, Language Usage, Performance Based Assessment, Portfolios (Background Materials), Reading Achievement, Self Evaluation (Individuals), Student Evaluation, Theory Practice Relationship, Writing Evaluation
Harcourt Brace and Company, 6277 Sea Harbor Dr., Orlando, FL 32887 ($26.75 plus state sales tax and 8% shipping/handling).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A