Discusses the meaning of creativity, focusing on music education. Emphasizes the four "p's" while examining the meaning of creativity: (1) the creative person; (2) the creative process; (3) the creative product; and (4) the creative place. Addresses how creative thinking can be at the center of teaching. (CMK)

This study compared use of portfolios as part of reading and spelling instruction in two Netherlands schools. Subjects were 92 6- to 7-year-olds including 14 poor readers. Quantitative evaluation indicated use of portfolios did not improve reading and spelling or self-esteem. Qualitative findings indicated that reading performance and self-esteem…

A student athletic training portfolio of "best works" can be a useful form of alternative assessment, assessing both student development and program effectiveness. The article describes four types of portfolio evidence (artifacts, attestations, productions, and reproductions) and discusses matching the evidence with goals. (SM)

This article describes an authentic assessment approach used in English/language arts and mathematics with gifted students in Texas elementary and secondary schools, which focused on developing instructional experiences that challenge gifted students and documenting student progress over time. The use of portfolios was valuable for both…

Evaluates the process and the use of self-assessment portfolios as an assessment instrument in one undergraduate literacy methods class. Discusses four major categories of results: strengths of the process, strengths of self-assessment portfolios as a form of evaluation, concerns/difficulties with the process, and concerns/difficulties with…

Gives an overview of the New Standards Project's agenda for educational reform. Describes the features of the English language arts portfolio assessment system being field tested. Discusses implications of the system for teachers and other English language arts professionals. (RS)

Teacher portfolios offer educators opportunities to display quality work examples that can be used for evaluative purposes. The article discusses how to develop, implement, and evaluate teacher portfolios. It notes the value of peer evaluation and the need for planning, peer collaboration, and reflection to succeed with portfolios. (SM)

Two primary school teachers discuss their efforts to develop portfolios that can become everyday classroom tools. They note, among other things, that teachers need to be flexible about what is included in the portfolios, develop appropriate benchmarks for different grade levels, model portfolio instructions, and discuss the portfolios with…

The essential idea of alternative assessment modes is for students to create some product and reflect on it. The authenticity of tasks means using regular classroom instruction as an opportunity for student assessment. Reflective self-evaluation should be an integral part of every classroom assignment, not an obligatory afterthought. Developing…

Studies of portfolio construction and compilation involving 35 Israeli principals and 14 Dutch managers show that high-quality portfolios can only be expected after sustained use, but that the use of portfolios has an immediate impact on views toward assessment. Portfolios are time-consuming, but can provide effective feedback to the learner. (SLD)

Why do good ideas created and promulgated by bright, dedicated people have no significant, lasting effects on teaching? The answer: reformers meddle in trained teachers' everyday practice--educating students. Few professions take kindly to laypersons forcing reforms in their practices. Any school-restructuring initiative must include teachers in…

Examined the use of reflective portfolios in preschool. Found that: with practice, preschool children provided meaningful, reflective responses when questioned about their portfolios; decision making in the classroom encouraged reflective thought; valued artifacts represented new learning, hard work, and independence; sharing artifacts with other…

Investigates the effect of mathematics portfolio assessments on middle school students' achievement. Discusses portfolio contents, students' attitudes toward the ability of portfolios to reflect their achievement and toward their active involvement in assessment, and the success of the evaluations. (JPB)

Discusses the reasons and benefits for using portfolio assessment in social studies and history classrooms. Describes three approaches of portfolio design: (1) assessment portfolio; (2) working portfolio; and (3) showcase or display portfolio. Addresses the challenges involved when utilizing portfolio assessment. (CMK)

Explores issues, problems, and procedures involved in large English departments which use portfolio assessment and where part-timers and full-timers need to collaborate in this process. Offers recommendations involving the relationship of part-time and full-time teachers in such programs. (SR)