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ERIC Number: EJ763260
Record Type: Journal
Publication Date: 2004
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1539-9664
Portfolio Assessment: Can It Be Used to Hold Schools Accountable?
Mathews, Jay
Education Next, v4 n3 p72-75 Sum 2004
Portfolios, a term derived from the carrying case of paintings or drawings that artists present as proof of their talents, are collections of student work. With the nationwide efforts to raise graduation standards and the increasing use of standardized testing, the idea of basing promotion and graduation decisions on portfolios of students' work has fallen out of fashion as swiftly as slide rules gave way to calculators. Some schools have tried to keep portfolios as a tool for classroom teachers, but even the most ardent advocates have acknowledged that samples of student work cannot compete with the ability of standardized testing to quickly and cheaply determine the overall performance of a school or a school district. This article details the rise and fall of portfolio assessment, and discusses some of the arguments that still persist.
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vermont