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ERIC Number: ED418089
Record Type: Non-Journal
Publication Date: 1996-Nov
Pages: 19
Abstractor: N/A
Reference Count: N/A
Portfolio Analysis: A Survey of Teacher Attitudes and Knowledge.
Starck, Thomas L.
This study evaluated teachers' attitudes toward, reactions to, and knowledge of using portfolios in language arts classrooms. In May 1996, sixth, seventh, and eighth grade teachers in city and county public schools in Memphis, Tennessee, completed a 14-item questionnaire that asked: (1) if they currently used portfolios in evaluating language arts and reading skills, (2) what training they had received in portfolio use, and (3) problems they foresaw in using portfolios. The questionnaire also asked teachers to agree or disagree with several statements about portfolios and their uses. Finally, the questionnaire asked teachers to provide information on years of teaching experience and highest level of education completed. Data analysis indicated that only 24 percent of the respondents currently used portfolios in their classes, and 57 percent had no training in portfolios use. A total of 70 percent agreed that portfolios produced more representative pictures of student abilities than standardized tests. Half of the teachers agreed that using portfolios would increase students' skill levels in reading and language arts. Most teachers agreed that there needs to be more teacher training to explain portfolios' functions and benefits. Problems teachers foresaw in portfolio use included assigning grades to portfolios, allotting time to efficiently using portfolios, and keeping paperwork organized. Two appendixes present the questionnaire and a table with survey results. (Contains 14 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A