A Feasibility Study of the Use of Portfolios for Placement in English 001, English 101, or English 102 at the University of Nevada, Reno.

Autor/inn/en	Elliott, Nikki; Harriman, Carol
Titel	A Feasibility Study of the Use of Portfolios for Placement in English 001, English 101, or English 102 at the University of Nevada, Reno.
Quelle	(1992), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acceleration (Education); Advanced Courses; College Bound Students; College Faculty; College Freshmen; Correlation; Educational Assessment; English; Feasibility Studies; High School Students; High Schools; Higher Education; Performance Based Assessment; Portfolios (Background Materials); Remedial Programs; Student Placement + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Fortgeschrittenenunterricht; Fakultät; Studienanfänger; Korrelation; Education; assessment; Bewertungssystem; English language; Englisch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leistungsermittlung; Förderprogramm; Schülerpraktikum
Abstract	The possibility of using portfolios as a placement tool for freshman English at the University of Nevada (Reno) was studied. Three university instructors who, among them, taught all 3 levels of freshman English, from remedial (English 001) to accelerated (English 102), read portfolios assembled for 58 students in 3 college-bound high school senior English classes. Two readers read each portfolio independently, and discrepantly scored portfolios were read by the third instructor. Correlations between readers' portfolio placements and traditional placements based on American College Testing Program (ACT) scores was high, particularly for placing students in English 101, the mid-level and usual college freshman course. The ACT placement appeared accurate for three-fourths of the population, but the portfolios were better at detecting students who did not need special consideration in terms of remediation or acceleration. A follow-up study of student achievement in class is proposed as the best determinant of accuracy of placement. A table lists scoring comparisons for each student. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC