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Essay / Research Paper Abstract
A 5 page paper reviewing two articles on the use of student portfolios and including the writer's assessment of the articles. The use of the portfolio as an assessment tool can serve to strengthen weaker areas as one of the authors describes and it can provide a means by which a college student can gain an individualized program of learning. It is unlikely that the portfolio ever could become a primary means of assessment for a majority of students in any school because of the time and effort it requires on the part of those assessing student outcomes. For those settings in which it works, however, it provides a highly workable and meaningful alternative to standard assessment practices. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: CC6_KSeduPort2.rtf
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Unformatted sample text from the term paper:
appears to be gaining greater favor as an alternative assessment tool in a variety of settings. One author describes the use of the digital portfolio at a public high
school; another reviews the value of the portfolio approach to creating individualized programs of study at the university level. It appears that the portfolio as an alternative means of
student assessment will increase in use in the future. Article 1: Documenting Learning with Digital Portfolios Niguidula (2005) provides an overview of student
portfolios, discussing their purpose, what should be included in them and how to assess them. The author provides an example of a high school sophomore who, after collecting at
least two pieces of work from each class over the first two years in high school, meets with teachers to discuss what she needs to concentrate on during the next
two years. The larger purpose of the article is to discuss this high schools digital portfolio tool, its development and the rationale behind it.
Childrens school work traditionally is work that is left behind at the end of the school year. Only the grade remains; the work itself is lost unless
the student or parents choose to save some particularly meaningful effort. Even then, virtually everything else is lost and cannot be reviewed at a later time or compared to
later efforts to assess gains in mastery of technical or critical thinking skills. The program that Niguidula (2005) describes preserves a digital record
of at least a portion of the students work, enabling teachers in the future to review past efforts as a means of informing current progress and providing the student and
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