ERIC Number: ED405341
Record Type: RIE
Publication Date: 1994-Apr-4
Using Portfolios: How Do You Begin?
The teacher who has become dissatisfied with the snapshot-type evaluation offered by most tests is probably ready to begin to use portfolios as assessment tools, but may not know how to go about it. Essentially, a portfolio is a collection of samples of student work that is developed over time, chosen according to specific criteria to represent student progress and achievement, and presented with an introduction, explanation, or assessment of the contents. Portfolios are created from things that students do over time in a subject area. They may be kept in a variety of formats, but should be kept in a way that provides frequent access. The teacher should present the criteria for selection for the portfolio, and the students should select what to include. It is essential that students evaluate their own work if the portfolio is to be effective. Critical thinking comes into the introduction, explanation, or assessment of the contents provided by the student. Once the portfolios have been collected, the teacher must evaluate them, and then, when students have seen their grades, the portfolio can be returned to the student, passed on to the next teacher, or filed in a central place determined by the school. Portfolios can be an effective tool to help students see their academic growth and identify areas where they still need to grow. (Contains 10 references.) (SLD)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the National Catholic Educational Association Convention and Exposition (91st, April 1994).