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ERIC Number: ED422290
Record Type: Non-Journal
Publication Date: 1998-Apr-13
Pages: 38
Abstractor: N/A
Reference Count: N/A
Student-Teacher Discourse in a College Reading Course Using the Portfolio Process: The Reflective Portfolio Conference--A Conversation about Learning.
Wickstrom, Carol D.
This paper discusses a study of student-teacher discourse during the process of portfolio assessment in a college reading assessment course. Data were collected during one semester in which portfolio process was one means of student assessment. The portfolio process allowed students multiple opportunities to reflect in written and oral formats. It consisted of student goal setting, teacher modeling, whole class and peer sharing, student teacher conferencing, reflection, and self-evaluation. Students tutored at-risk fifth grade readers, wrote and reflected upon lesson plans, and shared or received information from instructors. Data collection included audiotaping portfolio sessions and oral discourse during class sessions and gathering written tutoring reflections, peer conference reflections, portfolio contents, midterm exams, and final exams. This paper highlights one student's discourse. The student's audiotaped discussions were coded, and the results indicated that the student's portfolio conference contained a balance of teaching and assessing which allowed him to maintain control of the conference. He demonstrated his proficiency in the course by referencing his own learning and his reading buddy's abilities. Throughout the conference he used various cognitive categories to weave together his conversations about learning. (Contains 37 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