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Essay / Research Paper Abstract
A 3 page research paper that discusses the flexibility and adaptability of portfolio assessment. Portfolios have been shown to actively engage student in "learning content," and the help student the valuable skills of "reflection and self-evaluation," as they document student learning in subjects that do not lend themselves to traditional forms of assessment (Player 15). By offering students the opportunity to reflect on the learning process and to self-evaluate their work, portfolio assessment enhances the processes that underlie student achievement. Bibliography lists 5 sources.
Page Count:
3 pages (~225 words per page)
File: D0_khportsf.rtf
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Unformatted sample text from the term paper:
efforts, progress or achievement" (Player 15). Garfield, in defining "portfolio assessment," adds the criteria that "The Number and types of selections included in a portfolio may vary, but are typically
agreed upon by the teacher and student for the purpose of representing what that student has learned" (Garfield). Portfolios have been shown to actively engage student in "learning content," and
the help student the valuable skills of "reflection and self-evaluation," as they document student learning in subjects that do not lend themselves to traditional forms of assessment (Player 15). By
offering students the opportunity to reflect on the learning process and to self-evaluate their work, portfolio assessment enhances the processes that underlie student achievement. Portfolios must "first be useful
and successful as part of instruction" before they can be used successfully as assessment, either by the educator of the student in self-evaluation (Farr and Tone). According to Danielson and
Abrutyn, there are four major steps to portfolio development: collection, selection, reflection and projection (Player 15). By collecting work, and also by "reflecting on ones progress," while also "setting goals,"
students develop meta-cognitive strategies that encourage students to take control and feel responsibility for their learning (Player 15). Portfolios offer educators and their students many benefits that are not
normally part of assessment processes. For example, with portfolio, it becomes possible to track and document longer periods of teach and learning and portfolios aid students in making connections between
the learning process and the product it produces (Barrett). Portfolios also, according to educator Lee Shulman, "institutionalize norms of collaboration, reflection and discussion" (Barrett). Portfolios provide educators with a model
for assessment that favors "supporting the learning process" over focusing on issues of student accountability (Barrett). Since students share in the responsibility of which work to include in their
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