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ERIC Number: ED434356
Record Type: RIE
Publication Date: 2000
Pages: 141
Abstractor: N/A
ISBN: ISBN-1-929024-01-0
The Portfolio Guidebook: Implementing Quality in an Age of Standards. Bill Harp Professional Teachers Library.
Koch, Richard; Schwartz-Petterson, Jean
This portfolio book provides an actual step-by-step complete system of writing assessment from the ground up and across all grade levels. The book suggests that teachers purposefully gather student portfolios, reflect meaningfully on them, and then validly and reliably rate them with statistical success that will also feed meaningfully back into the classroom. The system presented in the book was developed based on lessons learned during a 3-year portfolio research project. Chapters in the book are: (1) What Is a Portfolio? When Do You Need One? What Goes Into It? How Do You Gather It?; (2) Rating Portfolios and How They Show Growth at the End of the Year--Case Study of One Student; (3) Using Portfolios Diagnostically and How They Help with Teaching Decisions Day-by-Day: First Grade; (4) Improving Our Teaching through an End-of-Semester Review: Upper Elementary (Aaron Schippert and Alan Willoughby); (5) Two Teachers Help Student Writers Reflect on Their Portfolios: What Do They See in High School? (Kathryn Bell and Liz Webb); (6) Using Portfolio Criteria and Rating as a Basis for Helping Teachers Improve Their Practice: Professional Development; and (7) Why This Type of Assessment Work Is Essential To Achieving Quality--Conclusion. (Contains 30 references. Appendixes include the steps and tools needed to gather portfolios and rate papers for grades K-12; key elements of a first-year report from the original 3-year study; and the key steps and tools necessary to gather and rate reading portfolios.) (RS)
Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062 ($15.95). Tel: 800-934-8322 (Toll Free).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A