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ERIC Number: ED456110
Record Type: Non-Journal
Publication Date: 2001-Aug-17
Pages: 21
Abstractor: N/A
Reference Count: N/A
Instructor and Student Reflection on Portfolio Use in the Reading Practicum.
Webre, Elizabeth C.
Elementary education majors at the University of Louisiana at Lafayette are required to use performance portfolios, which document their experiences in the field, provide opportunities for improved performance-based assessment by the instructor/field experience supervisors, and promote self-evaluation and self-reflection. At the end of the spring 2000 semester, 19 preservice teachers responded to a questionnaire that investigated the benefits they associated with portfolios, how the portfolios might be useful to them in the future, and their attitudes toward portfolio assessment. Results indicated that the experience promoted their self-reflection and self-evaluation and supported preservice teachers' development of organizational skills necessary for effective teaching. Respondents believed that the portfolios would be useful to them in future teaching, particularly when preparing lessons and selecting instructional activities. Most of the preservice teachers were positive about using portfolio assessment. They valued it as an appropriate vehicle for assessment because it shows progress over time, shows improvement in specific areas, enables them to evaluate their own work, showcases all work, guides them in organizing evidence of performance, serves as a repository for teaching ideas for future use, can be a pleasurable and creative experience, and can be used in elementary classrooms. (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A