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ERIC Number: ED378589
Record Type: Non-Journal
Publication Date: 1994
Pages: 28
Abstractor: N/A
The Metaphor of the Portfolio and the Metaphors in Portfolios: The Relation of Classroom-Based to Large-Scale Assessment. Report Series 3.9.
Jordan, Sarah L.; Purves, Alan C.
Imprecise definitions and indeterminate effects of schooling have plagued the field of writing and have led to a persistent antagonism between the professional teacher and the professional assessor. Into this historical situation entered portfolio assessment in the 1980s. Can portfolio's be used in lieu of standardized tests and other forms of state and national assessment? One impediment would be the apparent discrepancy between the purposes of portfolios at the classroom level (how teachers use them) and at the district or state levels (how portfolios can be used to measure learning). A study attempted to document how different teachers used portfolios in their literature classrooms, with an eye to exploring implications for large-scale uses. Results took the form of case-studies of four teachers in New York and self-reports written by eight others in Connecticut. Analysis of the results focused on the metaphors that teachers used to describe their use of portfolios. Teachers of course did not use the metaphor implicit in many discussions of educational assessment, that of the factory and assembly line, but on the other hand they were not in agreement as to what metaphor to use instead. A table shows a broad range of terms describing the portfolio process; portfolios are understood to be everything from diaries or meditations to museums or portraits. One analogy particularly worthy of exploration is that between the hypertext and the portfolio--both challenges to traditional classroom ways. (Contains 16 references.) (TB)
Literature Center, School of Education, University of Albany, 1400 Washington Avenue, Albany, NY 12222.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on Literature Teaching and Learning, Albany, NY.
Identifiers - Location: Connecticut; New York