NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ858241
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1467-9620
Looking in the Mirror: Helping Adolescents Talk More Reflectively during Portfolio Presentations
Fredrick, Tim
Teachers College Record, v111 n8 p1916-1929 2009
Background/Context: Portfolio assessment is a popular form of authentic assessment, but often portfolios become simply folders full of papers rather than student reflections on their work. Purpose/Objective/Research Question/Focus of Study: The author conducted a study aiming to help the ninth-grade students in his English language arts classroom be more reflective about their reading and writing portfolios. Research Design: This study was conducted as a teacher research study in two parts. The first part studied the effect on the reflectiveness of students when using a 10-minute one-on-one presentation with the teacher instead of a cover letter. From the data received from these first-semester presentations, the teacher-researcher categorized the students' statements into reflective and nonreflective categories. In the second part of the study, the teacher used these categories to teach students to speak more reflectively during their second-semester presentations. Conclusions/Recommendations: The author found that students can be taught to be more reflective about their work and that this newfound reflectiveness helps students take more control in their literacy education.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A