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ERIC Number: ED404346
Record Type: Non-Journal
Publication Date: 1996-Feb
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student-Maintained Portfolios and Peer Mentoring as a Means of Empowering and Motivating Students: Unexpected Outcomes.
Newman, Carole; And Others
The development of oral language and literacy skills and the development of portfolio management strategies to assess these skills is reported. Data are from a longitudinal study involving sixth and seventh grade students in an English as a Second Language (ESL) urban middle school classroom. Portfolios were originally introduced to 13 sixth graders in 1994, and by fall of 1995 the population of the portfolio study had grown beyond the original students of limited English proficiency (LEP) to 30 sixth and seventh grade LEP students. The teacher and researchers collaborated in development an efficient portfolio management system that relied on four management tools: Goal Cards, a time management sheet, a learning log, and a self-evaluation checklist called the Friday Progress Report. The on-site researcher and the teacher maintained journals to record their modifications of the system. An attitude survey completed by students illustrated their views about the process and developing skills. Qualitative evaluation data came from the teacher and researcher, student reflections, teacher observations, and student dialogue journals. Evaluation results indicate that the portfolio management system has been largely successful in helping students become involved and in assessing their progress. (Contains 45 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A