port folio of students maximum five pages
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International Journal of Adolescence and Youth, 1995, Volume 5, pp. 251-261
0267-3843/95 $10
© 1995 AB Academic Publishers
Printed in Great Britain
Portfolio Assessment in an
Elementary School: A Model to
Facilitate Preparation
Jeffrey I. Gelfer & Peggy G. Perkins
College of Education, University of Nevada, Las Vegas, USA
ABSTRACT
It is necessary for teachers to consider alternative means of evaluating their
students. One method proving to be effective for gathering and organizing
student productivity, growth, and development is the portfolio approach. This
article describes the Portfolio Assessment Preparation (PAP) Model that was
used to facilitate the use of student portfolios in an elementary school. The goals
of the model, the six steps followed, and the participants' responses to this
project are discussed. This article may serve teacher educators who are
preparing teachers to implement student portfolios in the elementary school as
a supplement or an alternative to the existing assessment and evaluation
programs.
The purpose of assessment is to gather evidence on student
performance in such a way as to facilitate learning experiences, to
ensure student capability, and to organize and enrich the
effectiveness of both the instruction and the curriculum program.
Assessment is defined as the process of observing, recording, and
otherwise documenting the work that children do and how they
do it as a basis for educational decisions that affect those children
(NAEYC/NAECS/SDE, 1991; Northwest Regional Educational
Laboratory, 1991; Grace and Shores, 1991). Whereas, evaluation is
the process of interpreting the data gathered during assessment
activities and making judgements and decisions based on the
evidence.
One of the general principles of assessment and evaluation is
that it should be an ongoing process (Gronlund and Linn, 1990).
Assessment and evaluation can help:
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