Portfolio Assessment and Secondary Methods Classes: What Happens When the Twain Meet?
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| Title: | Portfolio Assessment and Secondary Methods Classes: What Happens When the Twain Meet? |
|---|---|
| Language: | English |
| Authors: | Rafferty, Cathleen D. |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 1994 |
| Document Type: | Speeches/Meeting Papers Reports - Descriptive |
| Descriptors: | Content Area Reading, Content Area Writing, Evaluation Criteria, Evaluation Methods, Evaluation Problems, Evaluative Thinking, Higher Education, Methods Courses, Methods Teachers, Portfolios (Background Materials), Preservice Teacher Education, Secondary Education, Secondary School Teachers, Student Evaluation |
| Abstract: | This presentation describes the use of portfolio assessment in a teacher education course "Teaching Reading in the Content Areas," which is required for secondary certification. Portfolio assessment provides students with opportunities to determine which skills are most congruent with their respective areas. The main body of this paper describes a teacher educator's experiences with portfolio assessment in each of four semesters. Data sources included the teacher educator's reflective journal, student journals, notes and observations made during class discussions and activities, notes from portfolio exit conferences, discussions with colleagues, sample portfolios, and course materials related to portfolio development. Lessons were learned and refinements made in each of the four semesters. Among the items found to be helpful for a teacher initiating portfolio assessment were: clearly identify purpose(s); involve students in the process; schedule work-in-progress and information sessions; provide written descriptions, explanations, and expectations; display exemplar portfolios; link process/product to overall program goals; conduct exit conferences; systematically monitor impact on student learning and modify accordingly; and, if possible, work with a colleague to initiate or refine use of portfolio assessment. Appendixes provide: samples of a formative assessment (midterm portfolio); a final portfolio; assessment criteria; a portfolio scoring rubric; discussion of portfolios as progress and product: a construction metaphor; and portfolio summary data including categories of evidence such as growth and development, and change in perspective or belief. (Contains 21 references.) (LL) |
| Entry Date: | 1994 |
| Accession Number: | ED367608 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED367608 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Portfolio Assessment and Secondary Methods Classes: What Happens When the Twain Meet? – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rafferty%2C+Cathleen+D%2E%22">Rafferty, Cathleen D.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 36 – Name: DatePubCY Label: Publication Date Group: Date Data: 1994 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Speeches/Meeting Papers<br />Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Content+Area+Reading%22">Content Area Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Area+Writing%22">Content Area Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Problems%22">Evaluation Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluative+Thinking%22">Evaluative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Teachers%22">Methods Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This presentation describes the use of portfolio assessment in a teacher education course "Teaching Reading in the Content Areas," which is required for secondary certification. Portfolio assessment provides students with opportunities to determine which skills are most congruent with their respective areas. The main body of this paper describes a teacher educator's experiences with portfolio assessment in each of four semesters. Data sources included the teacher educator's reflective journal, student journals, notes and observations made during class discussions and activities, notes from portfolio exit conferences, discussions with colleagues, sample portfolios, and course materials related to portfolio development. Lessons were learned and refinements made in each of the four semesters. Among the items found to be helpful for a teacher initiating portfolio assessment were: clearly identify purpose(s); involve students in the process; schedule work-in-progress and information sessions; provide written descriptions, explanations, and expectations; display exemplar portfolios; link process/product to overall program goals; conduct exit conferences; systematically monitor impact on student learning and modify accordingly; and, if possible, work with a colleague to initiate or refine use of portfolio assessment. Appendixes provide: samples of a formative assessment (midterm portfolio); a final portfolio; assessment criteria; a portfolio scoring rubric; discussion of portfolios as progress and product: a construction metaphor; and portfolio summary data including categories of evidence such as growth and development, and change in perspective or belief. (Contains 21 references.) (LL) – Name: DateEntry Label: Entry Date Group: Date Data: 1994 – Name: AN Label: Accession Number Group: ID Data: ED367608 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED367608 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 36 Subjects: – SubjectFull: Content Area Reading Type: general – SubjectFull: Content Area Writing Type: general – SubjectFull: Evaluation Criteria Type: general – SubjectFull: Evaluation Methods Type: general – SubjectFull: Evaluation Problems Type: general – SubjectFull: Evaluative Thinking Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Methods Courses Type: general – SubjectFull: Methods Teachers Type: general – SubjectFull: Portfolios (Background Materials) Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Secondary Education Type: general – SubjectFull: Secondary School Teachers Type: general – SubjectFull: Student Evaluation Type: general Titles: – TitleFull: Portfolio Assessment and Secondary Methods Classes: What Happens When the Twain Meet? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rafferty, Cathleen D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Type: published Y: 1994 |
| ResultId | 1 |
