ERIC Number: ED390939
Record Type: RIE
Publication Date: 1994-Sep
Encouraging Learning through Portfolio Assessment.
This paper examines interviews with principals and surveys of 19 teachers in 5 schools about their use of portfolio assessment. Six themes are identified that reveal the impact of portfolio assessment. Teachers reported that using portfolios broadened the types of evidence they considered in assessing students. The transition to portfolio assessment has also shifted the role of students toward taking more responsibility for assessing themselves--a difficult transition for some students. The use of portfolios also encouraged teachers to raise critical questions about the purposes of assessment. Perhaps partly in response to this, teachers are increasingly focusing on student outcomes. Further, portfolios seem to encourage teachers and principals to think of schooling as a continuous system instead of a set of distinct grades and classrooms. Finally, the traditional educational system appears to constrain teachers' ability to use portfolio assessment more effectively. Implications for practitioners are discussed. (Contains 15 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).