Literaturnachweis - Detailanzeige
| Autor/in | Hauser, Jerald |
|---|---|
| Titel | College Student Portfolios: A Representational Format for "Best Profile" Dimensions. |
| Quelle | (1993), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Alternative Assessment; College Instruction; College Students; Evaluation Methods; Higher Education; Portfolios (Background Materials); Student Evaluation; Teacher Education; Teacher Education Programs; Teaching Methods; Undergraduate Study |
| Abstract | 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) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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