ERIC ED432598: The Application Of Student Portfolios In Primary/Intermediate And Self-Contained/Multi-Age Team Classroom Environments: Implications For Instruction, Learning, And Assessment. - Info and Reading Options
By ERIC
"ERIC ED432598: The Application Of Student Portfolios In Primary/Intermediate And Self-Contained/Multi-Age Team Classroom Environments: Implications For Instruction, Learning, And Assessment." and the language of the book is English.
“ERIC ED432598: The Application Of Student Portfolios In Primary/Intermediate And Self-Contained/Multi-Age Team Classroom Environments: Implications For Instruction, Learning, And Assessment.” Metadata:
- Title: ➤ ERIC ED432598: The Application Of Student Portfolios In Primary/Intermediate And Self-Contained/Multi-Age Team Classroom Environments: Implications For Instruction, Learning, And Assessment.
- Author: ERIC
- Language: English
Edition Identifiers:
- Internet Archive ID: ERIC_ED432598
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"ERIC ED432598: The Application Of Student Portfolios In Primary/Intermediate And Self-Contained/Multi-Age Team Classroom Environments: Implications For Instruction, Learning, And Assessment." Description:
The Internet Archive:
Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios, and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary versus intermediate) and classroom environment (self-contained versus multiage/teaming). Teachers for kindergarten through grade 5 in 3 elementary schools (n=314) completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine patterns of portfolio use, a subset of 44 teachers was interviewed to explore teacher perceptions about the impact of student portfolios on themselves and their students. Results suggest that these teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio). (Contains 7 tables and 14 references.) (Author/SLD)
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