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A portfolio is a purposeful
collection of students' work that illustrates efforts, progress,
and achievement. A portfolio provides a richer picture of student
performance than can be gained from more traditional, objective
forms of assessment. Portfolios
are being used more and more as an alternate means of assessment
not only in graduate schools, but also in primary and secondary
schools. If you'd like more information on portfolio usage, check
out the following articles:
Portfolios as Professional
Tools
 | Doolittle, P. (1994). Teacher
portfolio assessment. (ERIC Document Reproduction Service
No. ED 385 608).
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| Hurst, B., Wilson, C., &
Cramer, G. (1998). Professional
teaching portfolios: Tools for reflection, growth, and
advancement. Phi Delta Kappan, 79(8),
578-585.
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| Wiedmer, T. (1998). Digital portfolios: Capturing and
demonstrating skills and levels of performance. Phi Delta Kappan, 79(8), 586-589. |
Portfolios for Student
Assessment and Instruction:
| Arter, J., Spandel, V., &
Culham, R. (1995). Portfolios for assessment and
instruction. (ERIC Document Reproduction Service No. ED
388 890).
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| Grace, C. (1992). The portfolio and its
use: Developmentally appropriate assessment of young children. (ERIC Document Reproduction Service No.
351 150).
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| Hebert, E. (1998). Lessons
learned about student portfolios. Phi Delta Kappan, 79(8),
583-585.
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| North Central Regional
Educational Laboratory. (n.d.). Portfolios. Retrieved
March 17, 2001, from the World Wide Web:
http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm
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| Ediger, M. (2000). Assessment
with portfolio and rubric use. (ERIC Document Reproduction
Service No. 440 127). |
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