Examines the use of literacy portfolios in education methods courses at University of Wisconsin-La Crosse through the inclusion of an external reviewer in the evaluation process. States that students construct a portfolio as a culminating project which reflects the learning they acquire in on-campus and field-site work. Finds that including a…

To ensure that all teacher candidates were computer competent before entering preservice education, one university assessed students' computer skills and determined the type of assessment they preferred. Surveys indicated that students preferred hands-on assessment of computer skills, so the school developed a technology portfolio to assess…

Barriers to large-scale portfolio assessment were studied by surveying 206 secondary teachers interested in adopting these forms of assessment. A rating scale model based on the Rasch model was used to analyze results. Suggestions are presented for facilitating the efforts of secondary school teachers. (SLD)

This study examined use of literacy portfolios in a college developmental English class in which students who are deaf assessed their reading comprehension, writing processes, and products. Assignments involved reflective thinking and were grounded in authentic tasks. Various field research techniques were used to ascertain the uses and influences…

Surveyed preservice elementary teachers regarding their perceptions of the impact of portfolios on professional development and the transition from school to work. Results indicated that the process promoted reflective practice, increased self-confidence, prepared respondents for the job search, and heightened awareness of professional standards.…

Uses a description of large-scale collaborative portfolio assessment in the secondary school system in England as a means of seeing the American system and the recent reform efforts in comparative perspective. (RS)

Argues that the assessment of theater abilities should come from careful thought about the heart of theatre work. Discusses online assessment, portfolio culture, and the company model. Argues that students should be welcomed into discussions and provided with problem-solving and decision-making skills. (SR)

Notes that performance and portfolio assessment are being used more widely and have gained acceptance as "good" assessment. Presents annotations of eight conference papers and other materials in the ERIC database concerning authentic literacy assessment. (RS)

The Early Assessment for Exceptional Potential portfolio assessment model assesses children as exceptional learners, users, generators, and pursuers of knowledge. It is based on use of authentic learning opportunities; interaction of assessment, curriculum, and instruction; multiple criteria derived from multiple sources; and systematic teacher…

The potential of portfolio assessment in special education is addressed, including its value in displaying authentic tasks, a listing of potential portfolio items, advantages of portfolio assessment, possible problems, examples from special education, case studies, and guidelines for developing and using portfolios. (DB)

The development and implementation of portfolio assessment is presented, with considerations for the use of this approach with learning-disabled (LD) students. Research on the usefulness of portfolio assessment with students with LD is needed, as is teacher training. Also considered is the issue of technical adequacy whereby portfolio assessment…

Explains that teachers must understand what proficient readers do and the conditions in which they learn most easily. Examines the worth of writing portfolios and their proper place in the classroom. Raises some questions about portfolios and offers guidelines for their use. (PA)

Describes development of a process-oriented writing curriculum that provides continuity through the use of portfolios passed on to the students' next teacher and a classroom atmosphere that celebrates writing as a natural part of students' lives. (HTH)

Describes how a first-grade teacher uses portfolios in her classroom, including a teacher-student portfolio and a student-managed portfolio which gives students practice in selecting meaningful work and reflecting on those selections. (SR)

Describes a project developed at the University of North Florida that used CD-ROM technology for preservice teachers to develop their professional portfolios. Highlights include use of the portfolios by students as a record of developmental progress, use by faculty to determine areas of strengths and weaknesses, and evaluation methods. (LRW)