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ERIC Number: ED402558
Record Type: Non-Journal
Publication Date: 1997
Pages: 42
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Portfolios across Educational Contexts: Issues of Evaluation, Teacher Development, and System Validity. Reading Research Report No. 73.
Valencia, Sheila W.; Au, Kathryn H.
A case study across 2 different elementary education settings examined (1) how well portfolios document literacy learning that is both authentic and aligned with curriculum; (2) teachers' ability to interpret and evaluate portfolio evidence from more than one site; and (3) what teachers learn about literacy instruction and assessment as a result of cross-site collaboration. The two programs were the Bellevue Literacy Portfolio Project (located in a suburb of Seattle, Washington) and the Kamehameha Elementary Education Program (a privately funded educational research and development effort in Hawaii). Results suggest that portfolios contained authentic artifacts of students' literacy experiences, although there was a substantial amount of evidence judged to be missing from the portfolios. Nevertheless, with a shared understanding of literacy learning, teachers were able to reach a high degree of agreement when rating portfolios from different sites and enhance their understanding of both learning and assessment through the cross-site evaluation process. Findings should not be interpreted simply as findings on portfolio assessment--they must be interpreted in light of a complete portfolio system in which attention is given to generating and collecting artifacts, supporting collaborative evaluation, and providing ongoing professional development. Supportive internal and external conditions must be present if portfolios are to become effective tools for literacy assessment and professional development. (Contains 48 references, and 5 tables and 3 figures of data.) (Author/RS)
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 Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.