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This study described how one educator organized her instructional practices around a mandated assessment portfolio, examining the effectiveness of this endeavor. It investigated the benefits and/or disadvantages of organizing instructional practice around assessment portfolios, whether student self-efficacy and overall performance in portfolio development would increase as a result of the implemented changes, and whether students' attitudes toward portfolios would change positively as a result of implemented changes. Student surveys were administered early and late in the semester. Results indicated that while most students assumed a positive attitude toward portfolios, the project failed to positively impact those who were unsure about portfolios. Student self-efficacy and competency in compiling portfolios increased substantially due to the process. Students also gained a heightened metacognitive awareness of the learning process and were more motivated to strive for quality work. They began to see teaching as a reflective practice. The paper concludes that students should begin with a learning portfolio versus an assessment portfolio, because it allows students authority for making decisions on portfolio structure, content, and process. (Contains 11 references.) (SM)

Descriptors: Attitude Change, Elementary Secondary Education, Evaluation Methods, Higher Education, Portfolio Assessment, Preservice Teacher Education, Self Efficacy, State Standards, Student Attitudes, Student Evaluation

Autor: Zou, Min


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