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ERIC Number: ED414257
Record Type: Non-Journal
Publication Date: 1997
Pages: 4
Abstractor: N/A
Reference Count: N/A
Portfolios and Program Assessment: Addressing the Challenges of Admission to a Pre-Service Program.
Hus, Linda A.; Bergeron, Bette
During the 1993-1994 academic year, Purdue University Calumet, Indiana, (PUC) developed and implemented a comprehensive portfolio assessment plan for preservice teachers that emphasized professional standards and the Education Department's preservice goals. In 1994, PUC implemented the plan with students considering entrance into teacher education. The portfolios consist of suggested entries, rational statements explaining each entry, reflection papers, and faculty/student interviews. The portfolios measure the progress of undergraduate preservice educators and determine whether program outcomes are being achieved. Each student teacher maintains a portfolio, which is reviewed at three points in time. Students meet with education faculty to discuss their portfolios, and they attend informal meetings where they can evaluate peers' portfolios. They have a final portfolio review with the university supervisor at the end of student teaching. Several recurring issues have emerged with PUC's teacher education portfolios that have promoted continual refinement of the process. The issues relate to entry selection, student reflection, and evaluation. One critical challenge to the process involves reviewing and evaluating individual portfolios, given limited resources (particularly faculty time). Developing a tool that measures student outcomes as reflected by nine standards remains a primary challenge. (Contains 11 references). (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A