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ERIC Number: EJ842393
Record Type: Journal
Publication Date: 2003
Pages: 9
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-0196-786X
Organizing Instructional Practice around the Assessment Portfolio: The Gains and Losses
Zou, Min
Professional Educator, v26 n1 p73-81 Fall 2003
This exploratory study describes a teacher educator's efforts to organize her instructional practice around an assessment portfolio mandated by the state and examines the effectiveness of such endeavor. Findings revealed that, when a link between teaching and the required assessment portfolio was created, students' self-efficacy and performance in compiling the portfolio substantially improved, the instructor's instructional practices were better organized, students' metacognitive awareness of learning process was heightened, the instrumental value of course assignments increased, and students' understanding of teaching and learning as reflective acts was reinforced. The article concludes with a suggestion that teacher education programs should make learning portfolios, not assessment portfolios, their first and second year students' first formal experience with portfolios to ensure a high level of student engagement in the process of portfolio development. (Contains 3 tables.)
Truman Pierce Institute. 108 Ramsay Building, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: educate@auburn.edu; Web site: http://www.theprofessionaleducator.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri