Assessing student teachers: The promise of developmental portfolios

Abstract

This article describes the results of qualitative research using portfolios in a preservice teacher education program. Our study involved participant observation of 26 portfolio review sessions, and open-ended interviews with 13 student teachers and 13 cooperating teachers. We sought to understand how portfolios might contribute to the assessment and professional development of prospective teachers. We discuss potential benefits and identify several important practical issues that others might consider when introducing portfolio assessment into their own preparation programs.

Portfolio Assessment in Student Teaching: A Reliability Study

“…Of particular interest are the weak correlations in the fourth dimension, Analysis of Teaching and Learning. Researchers have cited the development of reflective thinking as a benefit of portfolios for preservice teachers (Borko et al, 1997;Breault, 2004;Darling-Hammond & Baratz-Snowden, 2005;Dutt et al, 1997;Hus & Bergeron, 1997). Perhaps assessing their own level of reflective thinking required a depth of analysis that was too challenging for the preservice teachers, who are just developing the ability to reflect on their teaching practice.…”

“…In addition to measuring student work in K-12 education, portfolios are used in many teacher education programs (Darling-Hammond & Baratz-Snowden, 2005). Teacher preparation programs utilize portfolios for entry into the program, as tools for developing reflective practices, and as documentation of teaching skills and professional standards (Borko, Michalec, Timmons, & Siddle, 1997;Breault, 2004;Darling-Hammond & Baratz-Snowden, 2005;Dutt, Tallerico, & Kayler, 1997;Hus & Bergeron, 1997;Rogers, 1995). Portfolios also have been used as job interview tools for teacher candidates (Montgomery, 1997;Rogers, 1995).…”

Using Teacher Portfolios to Enrich the Methods Course Experiences of Prospective Mathematics Teachers

“…When teacher portfolios are required of prospective teachers, teacher educators must help them develop the knowledge and skills to construct a portfolio and to learn from this process (Carney, 2001; Delandshere & Arens, 2003). Several studies indicate that such portfolio mentoring is most effective when it provides opportunities for prospective teachers to engage in dialogue about the contents of their portfolios (Borko, Michalec, Timmons, & Siddle, 1997; Carney, 2001; Dutt, Tallerico, & Kayler, 1997; Richert, 1990).…”