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ERIC Number: ED374429
Record Type: Non-Journal
Publication Date: 1994-Mar-10
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessing Ourselves First: Developing Teaching Portfolios To Document Change.
McCallister, Cynthia
An instructor of an undergraduate literacy methods course included a portfolio as a component of assessment. Based on a review of the literature and the elements of the portfolio assessment program used in the General College Program at the State University of New York College at Fredonia, the instructor adapted the portfolio process for her course. Students were given a draft of the guidelines for portfolio content and were instructed to make an effort to develop their own portfolios according to personal needs and interests. The first entry in the portfolio was a standard "entry paper" in which students explored past learning experiences, the relevance of these past experiences, and personal goals and expectations for the course. Students were also asked to include a written reflection elaborating their work process for each work sample assigned throughout the course. The final component of the portfolio is a reflective assignment which gives students the opportunity to take stock of what has been learned. Portfolios helped the instructor to "decenter"--to step away from her own perspective as an instructor. Reading the portfolios, the instructor became aware of how the course was influencing students. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A