Portfolios: Process and Product

White, Edward M.; Belanoff, Pat; Dickson, Marcia

doi:10.2307/358657

Cited by 37 publications

(8 citation statements)

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“…In one line of research, researchers have attempted to constrain reflections to a specific task. For example, in White's (2005) Phase 2 portfolio assessment, students write a reflective letter that demonstrates that they can "[think] of their own written work as evidence of learning, or to [take] responsibility for their own learning" (p. 591). In White's model, the scaffolding to do this work is extensive, requiring a separate 1-credit course for portfolio preparation or extensive in-class work.…”

Section: Assessing Reflectionmentioning

confidence: 99%

Prompting Reflection: Using Corpus Linguistic Methods in the Local Assessment of Reflective Writing

Messina

Jones

Poe

2023

Written Communication

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We report on a college-level study of student reflection and instructor prompts using scoring and corpus analysis methods. We collected 340 student reflections and 24 faculty prompts. Reflections were scored using trait and holistic scoring and then reflections and faculty prompts were analyzed using Natural Language Processing to identify linguistic features of high, middle, and low scoring reflections. The data sets were then connected to determine if there was a relationship between faculty prompts and scores. Additional analysis was completed to determine if there was a relationship between scores and students’ GPAs. The corpus linguistics analysis showed that higher-scoring reflections used words that referred to the self, the writing process, and specific rhetorical terms. Additional analysis showed student GPAs did not correlate with holistic scores but that higher scoring reflections were from faculty who included learning goals on reflective writing prompts. Results suggest that teachers can de-mystify reflective writing by linking learning outcomes to textual tasks and that corpus linguistics methods can provide an understanding of how local learning goals are transmitted to students.

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Section: Assessing Reflectionmentioning

confidence: 99%

Prompting Reflection: Using Corpus Linguistic Methods in the Local Assessment of Reflective Writing

Messina

Jones

Poe

2023

Written Communication

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“…Writing studies researchers have long assumed, but not necessarily clarified, a connection between these concepts. For example, in his article "The Scoring of Writing Portfolios: Phase 2, " White (2005) describes the role reflection plays in portfolio assessment. He writes, "it is a powerful metacognitive act-thinking-aboutthinking-that no other assessment device includes" (p. 583).…”

Section: Reflection and Metacognitionmentioning

confidence: 99%

“…And if so, what is the something else? When White (2005) clarifies that reflective letters need to show "genuine reflection" (p. 181), not a "hasty overview of the portfolio contents" (p. 180), he communicates a value judgement about the perception of a student's personal investment. Perhaps Reynolds and Rice (2006) are hinting at the same mystery when they acknowledge that "even the most impressive passages of writing may lack something that you know you expect to see when you make this assignment" (p. 59).…”

Section: Reflection and Writing Assessmentmentioning

confidence: 99%

What Do We Reward in Reflection? Assessing Reflective Writing with the Index for Metacognitive Knowledge

Ratto Parks

2023

Journal of Writing Assessment

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Reflection is a staple of contemporary writing pedagogy and writing assessment. Although the power of reflective writing has long been understood in writing studies, the field has not made progress on articulating how to assess the reflective work. Developed at the crossroads of research in reflection and metacognition, the Index for Metacognitive Knowledge (IMK) is designed to help writing researchers, teachers, and students articulate what is being rewarded in the assessment of reflection and to articulate the role of metacognitive knowledge in critical reflective writing. The IMK was used to code final portfolio introductions from first-year writing courses in order to analyze the distribution of the three kinds of metacognitive knowledge (declarative, procedural, and conditional) and to explore the quality and complexity of students’ metacognitive knowledge. Inter-rater reliability testing on the IMK showed that it is highly reliable; the Fleiss’ kappa was 83% (K=.834). The IMK offers researchers, teachers, and students language with which to explore the unique work of reflective writing in order to develop more metacognitively rich observations. It provides a framework to explain the evolving complexity of students’ reflective writing and to assess and describe the impacts of other pedagogical interventions.

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“…Text features are important and students follow certain patterns to express their ideas. The lack of the process development is emphasized by White (1988). What the model does not demonstrate, is how the original writer arrived at that particular product.…”

Section: Writing As a Productmentioning

confidence: 99%

Teaching Writing

LİKA¹

2017

IJAEDU- International E-Journal of Advances in Education

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Nowadays, the need to communicate through writing is significantly increasing as a result of a more intense human and institutional interaction. The globalization and the development of the information technology is another factor that urges the need to exchange information and meet the needs through written communication. The competence of writing remains on the core of language consolidation as regarded in the Albanian language curricula. According to national and international reports, Albanian students face difficulties in their ability to express themselves in writing. This article aims to analyze these difficulties and address issues that make this process complex for students. Data for this study were collected through analysis of four students' essays, taken by students taught with the "process approach" and the "product approach". Additionally, interviews were carried out with focus groups organized with fifth graders of a 9-year school in Tirana. The findings prove that pupils, who have been taught with the "process approach", have better attainment compared to pupils taught with the "product approach". According to pupils' answers, teachers in public schools continue to teach writing in the traditional way. This kind of approach limits teachers' access to monitor and assist pupils in their efforts to improve. The study focuses on the evolution of the writing process as well as the strategies and techniques used during these stages. The study will serve teachers of Albanian language to review their approach to teaching writing and consider the benefits of the constructivist approach, that of teaching and learning to write in process.

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Portfolios: Process and Product

Cited by 37 publications

References 0 publications

Prompting Reflection: Using Corpus Linguistic Methods in the Local Assessment of Reflective Writing

Prompting Reflection: Using Corpus Linguistic Methods in the Local Assessment of Reflective Writing

What Do We Reward in Reflection? Assessing Reflective Writing with the Index for Metacognitive Knowledge

Teaching Writing

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