ERIC Number: ED369604
Record Type: RIE
Publication Date: 1994-Mar
Portfolio Assessment in Teacher Evaluation: A Comparison of the Perspectives of General and Special Education Administrators and Teachers.
Bull, Kay S.; And Others
Portfolio assessment, a technique traditionally used with elementary and secondary students, involves the presentation of a collection of individual work documenting the learner's efforts, progress, and achievement. Recently, it has been suggested that portfolio assessment be broadened in its application to include teacher hiring and evaluation. The types of documents suitable for teacher portfolios include teaching documents, instructional materials, samples of student work, academic products related to teaching, and personal documents. Elementary and secondary administrators and teachers in both general and special education were surveyed on the use of portfolios in teacher hiring and evaluation. At least 75 percent of respondents were from rural or small schools in Oklahoma, Utah, and New Mexico. Portfolio assessment was perceived as being a positive addition to the teacher hiring process. In addition, both teachers and administrators supported the use of portfolios in teacher evaluation. Teachers favored the uniqueness, empowerment, and self-evaluative control involved in portfolio assessment. Respondents showed moderate levels of knowledge concerning the portfolio process. Greater knowledge is needed, though, about portfolio processes such as establishing goal statements and reflections, early documentation to demonstrate professional growth over time, and appropriate products of teaching portfolios. Appendix includes suggestions for contents of teacher portfolios. (LP)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Montgomery, Diane, Ed. Rural Partnerships: Working Together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES) (14th, Austin, Texas, March 23-26, 1994); see RC 019 557.