USING PORTFOLIO COLLECTIONS TO EVALUATE STUDENTS’ WRITING PROGRESS
Keywords:
writing portfolios, students portfolios, students, teachers, writing skillsAbstract
This paper aims to share ideas about writing portfolios and rheir impact to students learninf progress. Students portfolios are an important tool for presenting and assessing work that is hands-on or project-based. They help organize individual materials that are relevant to a specific project or experience, providing a more complete representation of a learner’s progress and accomplishments. Portfolios can also be used to tie together separate projects within a given subject or class, providing a longitudinal look at a student’s learning journey.
References
Courts, Patrick L. and Kathleen H. McInerney, Assessment in Higher Education: Politics, Pedagogy, and Portfolios, Praeger, Westport, CN, 1993.
Belanoff, Pat, and Marcia Dickson, Eds., Portfolios: Process and Product, Boynton/Cook, Portsmouth, NH, 1991.
Yancey, Kathleen Blake, “Portfolios in the Writing Classroom: A Final Reflection,” in Portfolios in the Writing Classroom, NCTE, Champaign-Urbana, IL, 1992.
Ballard, Leslie. “Portfolios and Self-Assessment.” English Journal (February 1992): 46-48.
Perry, William G., Jr., Forms of Intellectual and Ethical Development in the College Years: A Scheme, Holt, Rinehart and Winston, 1970.
Arter, Judith, Using Portfolios in Instruction and Assessment, Northwest Regional Educational Laboratory Test Center, Portland, OR, 1990.
Herter, Roberta J. “Writing Portfolios: Alternatives to Testing.” English Journal (January 1991): 90-91
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
