Using Portfolios for Individual Learning and Assessment-Reference-Cited by-同舟云学术

Using Portfolios for Individual Learning and Assessment

Published:1995-01 Issue:1 Volume:18 Page:1-9
ISSN:0888-4064
Container-title:Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
language:en
Short-container-title:Teacher Education and Special Education

Author:

Bloom Lisa¹,Bacon Ellen¹

Affiliation:

1. Department of Human Services, Western Carolina University, Cullowhee, NC

Abstract

Portfolio assessment is a method of teacher evaluation that is consistent with a professional rather than a technical view of teaching and is particularly suited for graduate programs in behavior disorders. Portfolios can help graduate students document their skills in a wide range of areas and allow for individuality and creativity. At Western Carolina University, a portfolio model of evaluation is being used to evaluate teachers in a graduate program in behavior disorders. In this paper, we summarize the process for developing a portfolio model of evaluation, describe portfolio procedures, and discuss their advantages and disadvantages.

Publisher

SAGE Publications

Subject

Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/088840649501800102

Reference13 articles.

1. Bird, T. (1990). The schoolteacher's portfolio: An essay on possibilities . In J. Millman & L. Darling-Hammond (Eds.), The new handbook of teacher evaluation ( pp. 241-256). Newbury Park, CA: Sage.

2. Grimmett, P.P. MacKinnon, A. (1991). Craft knowledge and the education of teachers . In G. Grant (Ed.), Review of research in education, Vol. 18 (pp. 385-457). Washington, DC: American Educational Research Association .

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