ERIC Number: ED379628
Record Type: RIE
Publication Date: 1994-Dec-1
Portfolios and Rubrics: Teachers' Close Encounters with Self-Evaluation as Learners in Teacher Education Courses.
Ford, Michael P.
A study focused on three graduate students (within a class of six) as they encountered the portfolio process for the first time as learners. Each was asked to complete a learning portfolio as a self-evaluation component for a 14-week graduate reading course. The students determined their goals based on self-assessment, documented their progress based on evidence they selected, and determined their final grade based in standards they co-constructed and evidence they presented. The portfolio component accounted for 70% of their grade. Data included pre/post responses to survey questions regarding self-evaluation, portfolios and rubrics, comments recorded during class discussions and individual conferences, field notes, and items shared by students in class and in their portfolios. Analysis of the portfolios indicated that all three subjects were capable of assessing their knowledge, practice, and habits. They were all capable, sometimes with support, of setting goals which more closely related to their needs as learners. The goals they chose for themselves were often different and the means they chose to document their learning were often different. Findings suggest that all three subjects had contextualized their learning, they participated in the assessment, and they were engaged in a process which showed them how to be independent lifelong learners. (Contains 14 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (44th, San Diego, CA, November 30-December 3, 1994).