ERIC Number: ED451491
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Journey of Discovery: Building a Classroom Community through Diagnostic-Reflective Portfolios.
Courtney, Ann M.; Abodeeb, Theresa L.
This book suggests that both students and teachers should think constructively about classroom literacy practices through the use of diagnostic-reflective portfolios--the result of a process of collection and reflection in which teachers and students collaborate to demonstrate a learner's growth over time. The book tells the story of a "journey of discovery" that took place for more than five years in a second-grade classroom. It reports on research which revealed how classroom literacy practices affect students' literacy development and how particular assessment practices can guide students to important reflections about their success as readers and writers. The book shares its authors' ideas, such as: their definition of diagnostic-reflective portfolios and why they are valuable tools for literacy assessment; how to diagnose students with an array of assessment tools, with an emphasis on goal setting as an integral part of constructing diagnostic-reflective portfolios; the process of reflection, how to engage students in the process, and how it shapes a reader-writer's development; examples of students' reflections and development; and sample forms that can be used in students' diagnostic-reflective portfolios. Contains 86 references and a list of 23 children's books cited. (NKA)
Descriptors: Case Studies, Classroom Environment, Classroom Research, Classroom Techniques, Evaluation Methods, Grade 2, Instructional Innovation, Language Arts, Literacy, Portfolios (Background Materials), Primary Education, Student Development, Student Evaluation
International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($17.95). Web site: http://www.reading.org.
Publication Type: Books; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: International Reading Association, Newark, DE.