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ERIC Number: ED381792
Record Type: Non-Journal
Publication Date: 1995
Pages: 103
Abstractor: N/A
Reference Count: N/A
Using Portfolios To Complement the Whole Language Program in a Third Grade Classroom.
Shelton, Deborah
A practicum was designed to create, implement, and evaluate a portfolio assessment system in a third grade classroom in a rural area of the southeastern United States, and to demonstrate to students, parents, and teachers the benefits of portfolios in complementing classroom instruction and evaluation. Standards, goals, and objectives for record keeping and evaluation of portfolio assessment were set; instructional writing units and activities were developed; students were trained in the writing process; each student was aided in preparing six working and one showcase portfolio; and students were encouraged to self-reflect and evaluate writing pieces, as well as collaborate with peers. Workshops were offered to parents and teachers to discuss the meaning of portfolio assessment, what composes a portfolio, and what criteria were used to judge progress. Analysis of the data indicated: (1) a greater awareness and understanding of portfolio assessment by the students, parents, and teachers; (2) an increased knowledge by the students of the writing process and the steps of prewriting, choosing a topic, and editing and proofreading when creating stories. (Contains 33 references and two tables of data. Appendixes present teacher and parent questionnaires, pre- and postsurvey instruments for inservice meetings, a student's showcase portfolio, a sample writing skills checklist, a teacher's final portfolio evaluation guide, and a seven-item list of resources for portfolio development.) (Author/RS)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A