NotesFAQContact Us
Search Tips
ERIC Number: ED395318
Record Type: Non-Journal
Publication Date: 1996-Feb
Pages: 110
Abstractor: N/A
Reference Count: N/A
A Portfolio Assessment Approach to Narrative Writing with the Cooperation of a Fourth Grade Target Group.
Shober, Lynne S.
A study examined how a portfolio might be utilized to present student growth, or lack of growth, in narrative writing within a 12-week period. It addressed the problem of establishing specific portfolio assessment criteria for narrative writing samples, and effectively utilizing portfolios as an evaluation tool for parent/teacher/student conferences. Two objectives were: at the completion of the implementation period, 50% of the targeted 22 fourth grade students would demonstrate improvement in narrative writing by elevating scores one level on a rubric scale; and 60% of the students would participate in a teacher/parent/student conference during the implementation period. Parents and teachers were surveyed regarding the use of portfolios as a vital link of communication between home and school, with resulting supportive responses from teachers. Parents responded to various queries with positive replies on the importance of portfolios and their use in conferences, and on the necessity of those conferences. During the 12-week period, students completed 3 writing samples, including prewriting, revising, and editing their work, and each sample was assessed for growth and understanding of the writing process. Evaluation conferences were held between teacher and student, student and a peer, or in a small writing group, and a checklist was reviewed. Results indicated that 68% of the subjects demonstrated improvement in narrative writing. However, findings revealed that only 55% parental participation in the conferences was achieved. (Contains 20 figures of data and 21 references. Appendixes include a teacher survey, a parent survey, a checklist, and a rubric.) (Author/CR)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A