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ERIC Number: ED414597
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
More Than "Just" Assessing: A Discussion of Questions, Concerns, and Complications Related to Portfolio Evaluation.
Martin, Eric V.
A study examined: (1) first-year college students and their perceptions of writing; (2) teaching assistants and their discursive preferences; and (3) possible limitations in the program's approach toward portfolio assessment. The study began with the examination of narration, persuasion, and analysis papers from six freshman portfolios. These papers were analyzed to identify "salient patterns" that might indicate a writer's using a discursive form to satisfy a particular paper assignment. Results indicated that the narration assignment elicited the "story form"; all essays were written in the first person, and all featured a narrator who was struggling to make sense out of something. Most of the persuasive papers found students speaking through objective, third-person narrators. For the analysis paper, the approach that most students took was less analytical than argumentative. Findings revealed a great deal about how the students perceived academic writing, what teachers valued in the portfolios, and the limitations of the program's portfolio requirement as it was then designed. Findings suggest that, because students lacked a text type for completing the analysis assignment, they mediated between a familiar kind of academic writing and the new writing situation. Findings also suggest the value of conducting more and even wider analysis of the material collected in portfolios. (Contains four references.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A