ERIC ED395306: Questions about Portfolio Processes. Instructional Resource No. 28.

27 Pages·1996·0.42 MB·English

by  ERIC

DOCUMENT RESUME
CS 012 480
ED 395 306
Kieffer, Ronald D.: And Others
AUTHOR
Questions about Po:tfolio Processes. Instructional
TITLE
Resource No. 28.
National Reading Research Center, Athens, GA.;
INSTITUTION
National Reading Research Center, College Park,
MD.
(ED),
Office of Educational Research and Improvement
SPONS AGENCY
Washington, DC.
96
PUB DATE
117A20007
CONTRACT
27p.
NOTE
Teaching Guides (For
Guides - Classroom Use
PUB TYPE
Teacher) (052)
MF01/PCO2 Plus Postage.
EDRS PRICE
Audience Awareness; Class Activities; Elementary
DESCRIPTORS
Secondary Education; *Portfolio Assessment;
Portfolios (Background Materials); *Teacher Developed
Materials; Teacher Student Relationship
Purpose (Composition)
IDENTIFIERS
ABSTRACT
Portfolio process differs according to learners'
and the teacher's philosophical views
purposes, audience, ownership,
investigation of portfolio
of learning and evaluation. In a yearlong
developed their own portfolios along
process, the teacher-researchers
illustrates a
with their students. This instructional resource
and
multi-purposed, multiple process view of portfolio assessment
eight elements of portfolio
suggests decision making that accompanies
collection,
process--questions, purpose, audience, expectations,
encouraged to
selection, organization, and reflection. Teachers are
with their students as.a way to
develop their own portfolios along
teaching practices, and support
model the process, reflect upon their
arid additional
students' ongoing learning. Contains 18 references
resources. (Author/RS)
***********************************************************************
be made
Reproductions supplied by EDRS are the best that can
from the original document.
***********************************************************************
.411101111
.:mstos
Ronald D. Kieffer
Mark A. Faust
Linda Simpson Morrison
Cheryl Hilderbrand
U.S. DEPARTMENT OF EDUCATION
Improvement
Office ot Educational Research and
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
to
0 Minor changes have been made
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
WPC
4:1
1)1,
:nstructional Resource No. 28
summer mos
Center
National Reading Research
2
BEST COPY AVAILABLE
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NRRC
Center
National Reading Research
Questions about
Portfolio Processes
Ronald D. Kieffer
Mark A. Faust
University of Georgia
Linda Simpson Morrison
School
South Jackson Elementary
Cheryl Hilderbrand
Jackson High School
NO. 28
INSTRUCTIONAL RESOURCE
Summer 1996
3
NRRC
National
Reading Research
Center
Executive Committee
Donna E. Alvermann. Co-Director
University of Georgia
John T. Guthrie, Co-Director
University of Maryland College Park
James F. Baumann, Associate Director
University of Georgia
Patricia S. Koskinen, Associate Director
University of Maryland College Park
Jamie Lynn Metsala, Interim Associate Director
University of Maryland College Park
Nancy B. Mizelle, Assistant Director
University of Georgia
Penny Oldfather
University of Georgia
John F. O'Flahavan
University of Maryland College Park
James V. Hoffman
University of Texas at Austin
Cynthia R. Hynd
UnWersity of Georgia
Robert Serpell
University of Maryland Baltimore County
Betty Shockley
Clarke County School District, Athens, Georgia
Linda DeGroff
University of Georgia
Publications Editors
Research Reports and Perspectives
Linda DeGroff, Editor
University of Georgia
James V. Hoffman, Associate Editor
University of Texas at Austin
Mariam Jean Dreher, Associate Editor
University of Maryland College Par*
Instructional Resources
Lee Galda, University of Georgia
Research Highlights
William G. Holliday
University of Maryland College Par*
Policy Briefs
James V. Hoffman
University of Texas at Austin
Videos
Shawn M. Glynn,
University of Georgia
11
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National Advisory Board
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Saratoga Warren Board of Cooperative Educational
Services, Saratoga Springs, New York
Arthur N. Applebee
State University of New York Albany
Ronald S. Brandt
Association for Supervision and Curriculum
Development
Marsha T. De Lain
Oe !aware Department of Public Instruction
Carl A. Grant
University of Wsconsin-Madison
Walter Kintsch
University of Colorado at Boulder
Robert L. Linn
University of Colorado at Boulder
Luis C. Moil
University of Arizona
Carol M. Santa
School District No. 5
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Office of Educational Research and Improvement,
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Rutgers University
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University of Georgia
Dissemination Coordinator
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University of Georgia
Text Formatter
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University of Georgia
Research Center
About the National Reading
(NRRC) is
The National Reading Research Center
Research and
funded by the Office of Educational
Education to
Improvement of the U.S. Department of
instruction.
conduct research on reading and reading
the University
The NRRC is operated by a consortium of
Maryland College Park
of Georgia and the University of
several institutions
in collaboration with researchers at
nationwide.
document
The NRRC's mission is to discover and
and communities
those conditions in homes, schools,
skilled, enthusiastic,
that encourage children to become
committed to
lifelong readers. NRRC researchers are
programs
adVancing the development of instructional
and motivational
sensitive to the cognitive, sociocultural,
in reading. NRRC
factors that affect children's success
conduct studies
researchers from a variety of disciplines
widely diverse cultural
with teachers and students from
in pre-kindergarten
and socioeconomic backgrounds
projects deal
through grade 12 classrooms. Research
family-school interac-
with the influence of family and
the interaction of
tions on the development of literacy;
read; the impact
sociocultural factors and motivation to
reading achieve-
of literature-based reading programs on
strategies instruction on
ment; the effects of reading
in literature, sci-
comprehension and critical thinking
the influence of innovative group
ence, and history;
and learning; the
participation structures on motivation
enhance literacy;
potential of computer technology to
and standards for
and the development of methods
alternative literacy assessments.
the participation
The NRRC is further committed to
its research. A better un-
of teachers as full partners in
the development of
derstanding of how teachers view
and
literacy, how they use knowledge from research,
crucial to
how they approach change in the classroom is
the
improving instruction. To further this understanding,
t
ch
NRRC conducts school-based research in which
philosophical and pedagogical
ers explore their own
orientations and trace their professional growth.
NRRC
Dissemination is an important feature of
appears in
activities. Information on NRRC research
the
several formats. Research Reports communicate
findings of
results of original research or synthesize the
primarily for
several lines of inquiry. They are written
reading and
researchers studying various areas of
reading instruction. The Perspective Series presents a
research and
wide range of publications, from calls for
fi r st-per son
commentary on research and practice to
Instructional Re-
accounts of experiences in schools.
instructional
materials,
sources include curriculum
growth, designed
guides, and materials for professional
primarily for teachers.
research
For more information about the NRRC's
projects and other activities, or to have your name
added to the mailing list, please contact:
Donna E. Alvermann, Co-Director
National Reading Research Center
318 Aderhold Hall
University of Georgia
Athens, GA 30602-7125
[phone]
John T. Guthrie, Co-Director
National Reading Research Center
3216 J. M. Patterson Building
University of Maryland
College Park, MD 20742
[phone]
About the Authors
Professor of Language
Ronald D. Kieffer is an Assistant
has taught for over
Education at The University of Georgia. He
school, and university
20 years in elementary school, middle
in early childhood
classrooms and is currently teaching courses
His research interests
language arts and children's literature.
classroom technology. He
focus on the composing process and
assessment with Mark
has co-authored articles on portfolio
Reading
Forty-third Yearbook of the National
Faust in the
in
Language
and with Linda Simpson Morrison
Conference
Arts.
in Language Educa-
Mark A. Faust is an Associate Professor
he supervises teacher
tion at The University of Georgia, where
composition and literature.
candidates and conducts classes in
literature and the
His research questions focus on response to
He is a co-author with
reading practices of teenagers and adults.
of
Situating Readers: Students Making Meaning
Harold Vine of
Literature.
teaching for 16 years with
Linda Simpson Morrison has been
grade, and present-
learning-disabled students, second and third
Elementary School,
ly as an SIA teacher at South Jackson
teaches in K-2 class-
Jackson County, Georgia, where she team
instruction. Linda's research
rooms to support language arts
children's responses
interests include portfolio assessment and
collaborations with Ron Kieffer includr, a
to literature. Her
Exploring Blue Highways: Studying Liter acy
chapter in the book
Reform in Teacher Research Communities.
chair at Jackson High
Cheryl Hilderbrand is department
taught language arts
School in Jackson, Georgia where she has
from lift College of Mercer
for 18 years. She has a B.S. Ed .
State. She is currently
University and a M .Ed. from Georgia
The University of
working on her Specialist's degree at
reading process and how
Georgia. Cheryl is interested in the
environments where reading
language arts teachers can create
and writing flourish.
.
National Reading Research Center
Universities of Georgia and Maryland
Instructional Resource No. 28
Summer 1996
Questions about
Portfolio Processes
to learners'
Abstract. Portfolio process differs according
and the teacher's philosophi-
purposes, audience, ownership,
yearlong investi-
cal views of learning and evaluation. In our
portfolios
gation of portfolio process, we developed our own
illustrate a multi-
along with our students. In this resource, we
portfolio assessment and
purposed, multiple process view of
eight elements of
suggest decision making that accompanies
audience, expecta-
portfolio processquestions, purpose,
and reflection. We
tions, collection, selection, organization,
their own portfolios along with
encourage teachers to develop
the process, reflect upon
their students as a way to model
students' ongoing
their teaching practices, and support
learning.
really creative
I think that creating a portfolio is a
taking on a life of
act and it's something that starts
piece of art does.
its own. That's what any kind of
all of the
It takes on a life of its own. And it uses
language arts, reading, writing, thinking, process-
in a way that
ing, and bringing things together
is a
I think
it
creates something new almost.
that changes,
process, but I think it is a process
think it can be a
that's hard to define. I really do
change and become better
way for teachers to
the focus of
teachers because it really changes
Hilderbrand.
what we do in the classroom. (Cheryl
11, 1994)
High School English Teacher, March
1
Cheryl expressed an idea that is rarely discussed
in writings about portfolios, that is, creating a portfolio
is a process. Furthermore, she suggests that creating
a portfolio is a process that changes. We support the
notion that portfolio assessment is a process that is
ongoing, flexible, nonlinear, multidimensional, and hard
to define.
We have explored.portfolio process for one year
by developing our own portfolios along with our stu-
dents. In this resource, we will clarify the concept by
describing eight aspects or elements (questions,
purpose, audience, expectations, collection, selection,
organization, reflection) that can aid teachers as they
move forward into portfolio assessment. Since we
support a multipurposed, multiple process view to
portfolio evaluation in schools, we will suggest some
decision making that accompanies these elements
without providing a single-minded perspective.
Rationale
Teachers and students in school classrooms have
used portfolios in a variety of ways. Portfolios have
been characterized as reliable assessments that are
tools for teachers and students to document evidence
of learning and progress toward curricular goals.
Portfolios create contexts where teachers learn more
about their students, enabling them to provide
responses that promote individual growth. They also
are portraits, stories, or histories of students as
literate persons. Portfolios differ according to their
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