NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1068160
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0300-4430
Teacher Portfolios: An Effective Way to Assess Teacher Performance and Enhance Learning
Gelfer, Jeff; 'O' Hara, Katie; Krasch, Delilah; Nguyen, Neal
Early Child Development and Care, v185 n9 p1495-1503 2015
Often administrators seek alternative methods of evaluating staff while staff are frequently searching for methods to represent the breadth and quality of their efforts. One method proving to be effective for gathering and organising products of teacher activity is the portfolio. This article will discuss the procedures that teachers can apply in developing their own portfolio assessment to help generate data for making decisions about teaching performance and effectiveness of their performance. The development of teacher portfolio requires planning, time organisation, and cooperation from students, colleagues, parents, and supervisors. The format of the portfolio may vary from individual to individual and be based upon personal choice. Portfolios provide a convenient insight into both the content and methods of instruction used by the teacher and by doing so add a significant qualitative dimension to many existing teacher evaluation systems.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A