ERIC cites for Portfolios in Teacher Education: 1 of 18 User-Defined Format, Sorted by Year of Publication EJ499601 HE533632 Portfolio Use in Educational Leadership Preparation Programs: From Theory to Practice. Barnett, Bruce G. Innovative Higher Education, v19 n3 p197-206 Spr 1995 ISSN: 0742-5627 Available From: UMI Document Type: EVALUATIVE REPORT (142); TEACHING GUIDE (052); JOURNAL ARTICLE (080) The use of portfolios as an authentic measure of competence is discussed, particularly in educational administrator education programs. Rationale, purposes, and appropriate content for portfolios are outlined, based on the intended use. It is noted that a period of adjustment to portfolio construction and incorporation should be anticipated. (MSE) Descriptors: *Administrator Education; Classroom Techniques; Educational Strategies; *Education Majors; Evaluation Criteria; Evaluation Methods; Higher Education; *Leadership Training; * Portfolios (Background Materials); *Teacher Education; Theory Practice Relationship 2 of 18 User-Defined Format, Sorted by Year of Publication EJ491786 RC510294 Keeping Students at the Center: Portfolio Assessment at the College Level. Gordon, Rick Journal of Experiential Education, v17 n1 p23-27 May 1994 ISSN: 1053-8259 Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) A teacher educator describes how presentations of portfolios by students and evaluation of the portfolios by classroom peers replaced the usual final exam in a foundations of education course. A learning experience in itself, the portfolio presentations allowed students to reflect on their own learning and to demonstrate it using their own constructions of meaning. (SV) Descriptors: *College Students; Higher Education; *Learning Experience; *Peer Evaluation; Personal Narratives; *Portfolios (Background Materials); *Student Evaluation; *Teacher Education Identifiers: Authentic Assessment; Student Centered Assessment 3 of 18 User-Defined Format, Sorted by Year of Publication EJ481238 EA529181 Educating for Understanding. Siegel, Janna; Shaughnessy, Michael F. Phi Delta Kappan, v75 n7 p563-66 Mar 1994 ISSN: 0031-7217 Available From: UMI Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080) Howard Gardner's biggest concern about American students is their lack of genuine understanding--the ability to apply knowledge, skills, and other attainments successfully in new situations. His book "The Unschooled Mind" develops a learning approach based on Piaget's cognitive development theory, Gardner's own multiple intelligences theory, and recent research on the constraints confronting young learners. (MLH) Descriptors: *Developmental Psychology; Elementary Secondary Education; *Intellectual Development; *Portfolios (Background Materials); *Student Evaluation; *Teacher Education Identifiers: *Gardner (Howard); *Multiple Intelligences 4 of 18 User-Defined Format, Sorted by Year of Publication ED379628 CS012027 Portfolios and Rubrics: Teachers' Close Encounters with Self- Evaluation as Learners in Teacher Education Courses. Ford, Michael P. 1 Dec 1994 13p.; Paper presented at the Annual Meeting of the National Reading Conference (44th, San Diego, CA, November 30-December 3, 1994). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); RESEARCH REPORT (143) A study focused on three graduate students (within a class of six) as they encountered the portfolio process for the first time as learners. Each was asked to complete a learning portfolio as a self- evaluation component for a 14-week graduate reading course. The students determined their goals based on self-assessment, documented their progress based on evidence they selected, and determined their final grade based in standards they co-constructed and evidence they presented. The portfolio component accounted for 70% of their grade. Data included pre/post responses to survey questions regarding self- evaluation, portfolios and rubrics, comments recorded during class discussions and individual conferences, field notes, and items shared by students in class and in their portfolios. Analysis of the portfolios indicated that all three subjects were capable of assessing their knowledge, practice, and habits. They were all capable, sometimes with support, of setting goals which more closely related to their needs as learners. The goals they chose for themselves were often different and the means they chose to document their learning were often different. Findings suggest that all three subjects had contextualized their learning, they participated in the assessment, and they were engaged in a process which showed them how to be independent lifelong learners. (Contains 14 references.) (RS) Descriptors: Case Studies; Course Objectives; Higher Education; * Portfolio Assessment; Reading Research; *Self Evaluation (Individuals); *Student Educational Objectives; Student Surveys; *Teacher Education Identifiers: Alternative Assessment 5 of 18 User-Defined Format, Sorted by Year of Publication ED368551 SE054150 Accommodating Assessment and Learning: Utilizing Portfolios in Teacher Education with Preservice Teachers. Zollman, Alan; Jones, Deneese L. Feb 1994 14p.; Paper presented at the Annual Conference of the Research Council on Diagnostic and Prescriptive Mathematics (21st, Fort Worth, TX, February 10-12, 1994). EDRS Price - MF01/PC01 Plus Postage. Document Type: PROJECT DESCRIPTION (141); NON-CLASSROOM MATERIAL (055) Within the past several years of education reform, portfolios and other types of performance-based assessment have come to be recognized as viable alternatives to standardized tests. This report discusses insights gained through the use of portfolios at the university level with preservice students and their field-based experiences. Although portfolios can be used in other disciplines, the examples in this paper highlight uses in mathematics, and point out benefits in areas such as problem-solving, and helping students to become reflective. (ZWH) Descriptors: Classroom Research; College Science; Educational Research; Higher Education; Mathematics Education; *Portfolios (Background Materials); *Problem Solving; Science Teachers; Self Evaluation (Individuals); *Teacher Education Identifiers: *Alternative Assessment; Performance Based Evaluation; *Preservice Teachers; Reflective Thinking; Reflective Writing 6 of 18 User-Defined Format, Sorted by Year of Publication EJ476250 IR527913 Collaborative Readings of Hypermedia Cases: A Report on the Development and Testing of Electronic Portfolios to Encourage Inquiry in Teacher Education. Reilly, Brian; And Others Journal of Technology and Teacher Education, v1 n1 p81-102 1993 ISSN: 1059-7069 Document Type: POSITION PAPER (120); EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) Describes the development and testing of student remedial literacy portfolios for use in teacher education and discusses the use of case methods in teacher education. Highlights include a review of relevant literature; a sample portfolio case study that contrasted three presentation methods, including hypermedia; and a group reading of a hypermedia case. (Contains 18 references.) (LRW) Descriptors: Case Studies; Comparative Analysis; *Computer Assisted Instruction; Computer Software; Cooperative Learning; *Hypermedia; Intermode Differences; *Literacy Education; Literature Reviews; * Portfolios (Background Materials); Remedial Instruction; *Teacher Education; *Teaching Methods Identifiers: *Electronic Records; Examples; Interactive Systems; Multimedia Materials 7 of 18 User-Defined Format, Sorted by Year of Publication EJ474245 EA528735 Casting Wide the Net: Portfolio Assessment in Teacher Education. Stowell, Laura P.; And Others Middle School Journal, v25 n2 p61-67 Nov 1993 ISSN: 0094-0771 Available From: UMI Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Historically, student teachers learn to evaluate students much as they do many teaching elements--from personal classroom experiences. In 1992-93, four faculty members at California State University (San Marcos) piloted a team-taught middle-level teacher education program that modeled effective teaching and assessment practices for use with young adolescents. The portfolio-assessment plan worked best when student teachers had more negotiation leeway. (MLH) Descriptors: Graduate Study; Higher Education; Intermediate Grades; Middle Schools; *Portfolios (Background Materials); *Self Evaluation (Individuals); *Student Evaluation; *Student Teachers; *Teacher Education Identifiers: *Alternative Assessment; *California State University San Marcos 8 of 18 User-Defined Format, Sorted by Year of Publication EJ460956 CS745116 Portfolio Assessment in College Methods Courses: Practicing What We Preach. Stahle, Debra L.; Mitchell, Judith P. Journal of Reading, v36 n7 p538-42 Apr 1993 Themed issue on literacy assessment. ISSN: 0022-4103 Available From: UMI Document Type: PROJECT DESCRIPTION (141); TEACHING GUIDE (052); JOURNAL ARTICLE (080) Describes experiences using portfolios in preservice reading/language arts methods courses, including portfolio development, values of the portfolio, transferring knowledge to practice, and future directions. (SR) Descriptors: Higher Education; *Language Arts; *Methods Courses; * Portfolios (Background Materials); Student Evaluation; *Teacher Education; Teaching Methods Identifiers: *Alternative Assessment 9 of 18 User-Defined Format, Sorted by Year of Publication ED371978 SO023570 Portfolio Evaluation as History: A Report on the Evaluation of the History Academy for Ohio Teachers. Occasional Paper. Tierney, Robert J.; And Others Oct 1993 46p. Available From: National Council for History Education, Inc., 26915 Westwood Road, Suite B-2, Westlake, OH 44145-4656. EDRS Price - MF01/PC02 Plus Postage. Document Type: EVALUATIVE REPORT (142) Target Audience: Administrators; Teachers; Practitioners An important objective of the History Academy for Ohio Teachers was to shift the participating teachers' beliefs and orientation to history. Through the examination of the portfolios and interviews, the study looked at the changes from the participants' perspective. A subset of 12 teachers were selected from the Academy's participants and were interviewed during portfolio conferences at the end of the 4- week summer session, and a second interview was held between February and April of the next year. Emerging patterns were discussed, and a coding system was developed and revised. The results indicated that overall the Academy appeared to achieve its purpose of creating a momentum for history education and affected changes in teachers' views of themselves, their knowledge, and their practice. The Academy successfully customized its approach to meet the diverse backgrounds, needs, assumptions, and individual differences of the participants. The findings suggested that the portfolio evaluation produced more trustworthy and richer data than traditional means of assessment and that the Academy was successful in its attempt to change participants' perspectives about the discipline of history and about themselves as teachers. Appendix A provides a summary of key terms and elements, and appendix B describes a sample case study of a participant. (CK) Descriptors: Elementary Secondary Education; Evaluation Methods; Higher Education; *History Instruction; Informal Assessment; Interviews; *Portfolios (Background Materials); *Program Evaluation; Social Studies; *Teacher Attitudes; *Teacher Education; *Teacher Education Programs; United States History; World History Identifiers: *History Academy for Ohio Teachers 10 of 18 User-Defined Format, Sorted by Year of Publication ED368760 TM021154 Selected Papers from the Spring 1993 Breivogel Conference at the University of Florida on Alternative/Portfolio Assessment. Vernetson, Theresa, Ed. Florida Educational Research Council Research Bulletin, v25 n1 Fall 1993 1993 187p. Available From: Florida Educational Research Council, Inc., P.O. Box 506, Sanibel, FL 33957 ($4 individual copies; $15 annual subscription, 10% discount on 5 or more). EDRS Price - MF01/PC08 Plus Postage. Document Type: CONFERENCE PROCEEDINGS (021); TEST, QUESTIONNAIRE (160) This edition of the "Research Bulletin" is a compilation of papers presented at the annual William F. Breivogel Conference in 1993. The conference theme was alternative and portfolio assessment. Papers were grouped into assessment in general, portfolio assessment, and alternative assessments and curriculum questions. The selected papers include: (1) "Perspectives on Alternative Assessment: What's Happening Nationally" (Thomas H. Fisher); (2) "Scoring the New Standards Project: 5 on a 6 Point Scale" (Lee Baldwin, et al.); (3) "Can Test Scores Remain Authentic when Teaching to the Test?" (M. David Miller and Anne E. Seraphine); (4) "Managing Classroom Assessments: A Computer-Based Solution for Teachers" (Madhabi Banerji and P. Charles Hutinger); (5) "Historical Roots of Current Practice in Educational Testing" (Annie W. Ward and Mildred Murray-Ward); (6) "The Portfolio: Scrapbook or Assessment Tool" (Jonnie P. Ellis, et al.); (7) "Addressing Theoretical and Practical Issues of Using Portfolio Assessment on a Large Scale in High School Settings" (Willa Wolcott); (8) "The Effective Use of Portfolio Assessment within Preservice Teacher Education: The University of Florida's Elementary Proteach Program" (Lynn Hartle and Paula DeHart); (9) "Portfolio Assessment in Teacher Education Courses" (Lyn Wagner, et al.) ; (10) "Modeling Alternative Assessment in Teacher Education Classrooms" (Mary Elizabeth D'Zamko and Lynn Raiser); (11) "An Analysis of Curriculum Domains: Implications for Assessment, Program Development, and School Improvement" (Linda S. Behar); (12) "Assessing Approaches to Classroom Assessment: Building a Knowledge/Skill Base for Preservice and Inservice Teachers" (Lehman W. Barnes and Marianne B. Barnes); and (13) "Assessing Mathematical Problem Solving from Multiple Perspectives" (Mary Grace Kantowski, et al.). (SLD) Descriptors: Computer Assisted Testing; Curriculum Development; *Educational Assessment; Educational History; Elementary Secondary Education; *Portfolios (Background Materials); Problem Solving; Program Development; Scoring; *Standards; *Teacher Education; *Test Results; *Theory Practice Relationship Identifiers: *Alternative Assessment; Authentic Assessment; New Standards Project (LRDC) 11 of 18 User-Defined Format, Sorted by Year of Publication ED362090 HE026698 College Student Portfolios: A Representational Format for "Best Profile" Dimensions. Hauser, Jerald 27 Apr 1993 13p.; Paper presented at the Meeting of the International Reading Association's Panel of Speakers (San Antonio, TX, April 27, 1993). EDRS Price - MF01/PC01 Plus Postage. Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150) Target Audience: Teachers; Practitioners The use of portfolio creation with teacher education students is one way to enact the spirit and practices associated with the "true testing" movement. True testing advocates relevant work, in-context work, metacognitive work, self-evaluation, peer-collaborations, work commitment, self-directedness, successive work drafts, and work affectivity. Developmental portfolios contain work samples that represent student growth in one or several areas over time (e.g., successive drafts of an essay as well as the final teacher-scored version). Representational portfolios contain various examples of a student's best work without inclusion of successive draft or model creations. Students can also be asked to produce portfolios with developmental and representational dimensions over a full semester. Criteria for portfolio evaluation include: (1) positive appearance; (2) organization of contents; (3) mediations; (4) significant meaning; (5) position papers; and (6) originality. Students receive the teacher's standards for evaluation and choose to submit examples for their field work and position papers on teaching theory. The final production stage involves student initiatives as they plot portfolio content, a higher order thinking process. Teachers can facilitate this process with explanations, encouragement, and time for student pairs and critique groups to exercise helpful input and feedback. The portfolio work is a fine opportunity for critical and creative thinking experiences. (JB) Descriptors: College Instruction; College Students; Evaluation Methods; Higher Education; *Portfolios (Background Materials); Student Evaluation; *Teacher Education; Teacher Education Programs; *Teaching Methods; Undergraduate Study Identifiers: *Alternative Assessment; *Portfolio Approach 12 of 18 User-Defined Format, Sorted by Year of Publication ED354545 CS213721 "Now You Know What Your Students Will Be Feeling": Reflections from Teacher Education Students' Portfolios. Stroble, Elizabeth J. Oct 1992 14p.; Paper presented at the Miami University "New Directions in Portfolio Assessment" Conference (Oxford, OH, October 1992). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); POSITION PAPER (120) Secondary teacher education students should be given clear instruction in the assembling and assessment of professional teaching portfolios. In the teacher education program at the University of Louisville (Kentucky), student teachers are asked to prepare portfolios, exactly as all secondary students must in the state of Kentucky, meaning that the student teachers discover "how students feel." For professional portfolios, students should be provided with detailed writing assignments. Examples from numerous portfolio entries and the "letters to portfolio readers," which were written by the student teachers as reflections on what they were doing, illustrate criteria against which personal and professional growth can be assessed. Criteria for judging the portfolios can be developed and decided upon jointly with the participants. The prospective teachers' reflections on accomplishments, values, goals, interests, learning strategies, and their understanding of what they are learning about teaching indicate the importance of professional portfolios in teacher preparation. Examples taken directly from student portfolios serve as illustrations of the students' own reflections on five topics: (1) what they did well; (2) what they valued in their teaching; (3) their goals, interests, and agendas as teachers; (4) their strategies and processes for learning and teaching; and (5) their understanding of what they learned about teaching. Portfolios are powerful learning devices for all students enrolled in teacher education programs, and should be encouraged for their many positive results. (HB) Descriptors: Evaluation Methods; Higher Education; *Portfolios (Background Materials); Secondary Education; *Student Teachers; *Teacher Education; Teacher Education Programs; *Writing Assignments Identifiers: Alternative Assessment; Professional Concerns; University of Louisville KY; Writing Contexts 13 of 18 User-Defined Format, Sorted by Year of Publication EJ424271 CS741433 Portfolios: Education Tools (Research into Practice). Olson, Mary W. Reading Psychology, v12 n1 p73-80 Jan-Mar 1991 ISSN: 0270-2711 Document Type: JOURNAL ARTICLE (080); TEACHING GUIDE (052) Considers the rationale for and some of the uses of portfolios in an educational context. Discusses assessment and teacher education uses for portfolios and offers portfolio development guidelines. (MG) Descriptors: Educational Innovation; Elementary Secondary Education; *Evaluation Methods; Higher Education; Informal Assessment; * Portfolios (Background Materials); *Student Evaluation; *Teacher Education 14 of 18 User-Defined Format, Sorted by Year of Publication ED343088 CS010861 Portfolio Assessment in Teacher Education Courses: Impact on Students' Beliefs, Attitudes and Habits. Ford, Michael P.; Ohlhausen, Marilyn M. Dec 1991 7p.; Paper presented at the Annual Meeting of the National Reading Conference (41st, Palm Springs, CA, December 3-7, 1991). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150) A study surveyed teacher education students' attitudes, beliefs, and habits concerning portfolio assessment. Subjects were 230 students in 10 different graduate courses on literacy education at two colleges: the University of Wisconsin and the University of Nevada. One hundred fifteen subjects (a 50% response) responded to a questionnaire. Results indicated that: (1) although 90% of the subjects had little or no knowledge of portfolio assessment prior to the course, 86% rated their knowledge of portfolio assessment as moderate to high at the end of the course; (2) 91% stated their beliefs about assessment had changed over the years, and that participation in a course which involved portfolio assessment played a critical role in such change; (3) 75% were not using any form of portfolio assessment at the start of the course, while only 12% were not using portfolios after the course; and (4) although only 46% reported that they continued to develop their literacy portfolios after the course, almost one-third of the teachers continued to pursue many of the personal goals they had set for themselves as readers and writers even though they were not updating their portfolios. Findings suggest that: graduate coursework has the potential of playing a critical role in positively influencing teachers' knowledge, beliefs, and classroom practices related to alternative forms of assessment; portfolios create the opportunity to involve learners in directing, documenting, and evaluating their own learning; and teacher educators have the potential to actually touch the lives of teachers as literate beings. (Six tables of data are attached.) (RS) Descriptors: Educational Research; Elementary Secondary Education; Graduate Students; Higher Education; *Portfolios (Background Materials); *Student Attitudes; *Student Evaluation; *Teacher Attitudes; *Teacher Behavior; *Teacher Education Identifiers: *Alternative Assessment 15 of 18 User-Defined Format, Sorted by Year of Publication ED340719 TM017689 What Type of Evidence Is Provided through the Portfolio Assessment Method? Nweke, Winifred C. Nov 1991 18p.; Paper presented at the Annual Meeting of the Mid-South Educational Research Association (20th, Lexington, KY, November 12- 15, 1991). EDRS Price - MF01/PC01 Plus Postage. Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150) The validity of assumptions that portfolios complement other assessment methods and yield more reliable and valid data than do traditional methods was studied. More specifically, focus was on examining whether: achievement level (characterized by scores, ranks, and group membership) varies significantly with differing definitions and usage of portfolios; and progress determined through portfolio assessment differs from progress ascertained using a variety of traditional assessment methods (such as paper and pencil tests, interviews, and cumulative grade point average). Data on 30 college students in teacher education enrolled in three schools of the Alabama Consortium for Minority Teacher Education were collected during the freshman year and at the end of the sophomore year via standardized tests, questionnaires, and portfolios. Portfolios included students' exhibits of milestones reached, activities that they considered enriching to personal, social, and academic development. Data were analyzed using the Pearson correlation, multiple regression, and discriminant analysis techniques. Results show that performance measured using the portfolio technique is related to performance determined using traditional measures such as ACT (American College Test), college grade point average, and essays. However, the nature of that relationship suggests using portfolios as a supplement, rather than as a substitute, to traditional measures. Two tables present study data, and a 28-item list of references is included. (SLD) Descriptors: Academic Achievement; *College Students; Comparative Analysis; Discriminant Analysis; *Educational Assessment; *Education Majors; Essay Tests; Evaluation Methods; Grade Point Average; Higher Education; Informal Assessment; *Portfolios (Background Materials); Regression (Statistics); Standardized Tests; *Student Evaluation; *Teacher Education Identifiers: Pearson Product Moment Correlation; *Performance Based Evaluation; Portfolio Approach 16 of 18 User-Defined Format, Sorted by Year of Publication EJ427775 SO522090 Teaching Teachers to Reflect: A Consideration of Programme Structure. Richert, Anna E. Journal of Curriculum Studies, v22 n6 p509-27 Nov-Dec 1990 ISSN: 0022-0272 Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143) Target Audience: Teachers; Researchers; Practitioners Investigates structural effects of 4 research conditions designed to facilitate reflection about teaching practices among 12 student teachers. Uses colleagues as classroom observers and conversation- participants to help student teachers analyze their teaching effectiveness and content. Employs student teachers' portfolios to promote reflection. Argues teacher education programs should incorporate methods that encourage reflection. (CH) Descriptors: Classroom Observation Techniques; Educational Research; Faculty Development; Higher Education; Interpersonal Communication; Interviews; Journal Writing; *Portfolios (Background Materials); Preservice Teacher Education; *Self Evaluation (Individuals); *Student Teachers; Teacher Attitudes; *Teacher Education; Teacher Education Curriculum; Teacher Effectiveness; Teacher Improvement; *Teaching Experience; *Theory Practice Relationship Identifiers: *Teacher Reflection 17 of 18 User-Defined Format, Sorted by Year of Publication ED324687 CS212541 Writing Portfolios for a Community of Learners in a Content Area Reading Course. Rousculp, Edwin E.; Maring, Gerald H. [1990 33p. EDRS Price - MF01/PC02 Plus Postage. Document Type: RESEARCH REPORT (143); TEACHING GUIDE (052) A teacher education course on reading in the content areas had two goals: (1) to embody, rather than talk about, the reading-writing connection; and (2) to effect through a workshop setting a community of learners among the participants. Students were required to select, adapt, and apply instructional strategies from a variety of textbooks and articles; receive peer and instructor feedback; revise; and submit their "best" strategies in the form of course portfolios. An analysis of student writing revealed seven key indicators as outcomes of this course innovation: metacognition; use of prior knowledge; writing to learn processes; reaction to peer responses; cognitive engagement; enthusiasm; and experience of intertextuality. A sample of one student's writing is used to address the issue of transfer of course learning to the student teaching setting. (Forty- six references are attached.) (Author/SR) Descriptors: *Content Area Reading; Evaluation Methods; Higher Education; *Portfolios (Background Materials); *Reading Writing Relationship; Student Writing Models; *Teacher Education; *Teaching Methods; Writing Research Identifiers: Course Development; Teacher Researchers 18 of 18 User-Defined Format, Sorted by Year of Publication EJ394066 PS516655 Storytelling and Native American CDAs. A Native American CDA: My Personal Story. Beers, C. David; Loretto, Judith Children Today, v18 n2 p24-27 Mar-Apr 1989 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) Discusses ways in which storytelling can be used as a training method to help Native Americans become credentialed as child development associates. Presents the personal narrative of a Native American Head Start teacher who is a credentialed CDA. (RJC) Descriptors: *American Indian Education; *Career Development; Early Childhood Education; *Story Telling; *Teacher Education Identifiers: CDA; CDA Credential; *CDA Portfolio; *Child Development Associate; Native Americans; Project Head Start