What Should I Put in My Portfolio?<i>Supporting Young Children's Goals and Evaluations</i>

Potter, Ellen F.

doi:10.1080/00094056.1999.10522018

Cited by 7 publications

(14 citation statements)

References 17 publications

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“…Not only are portfolios used to assess writing (Barootchi & Keshavarz, 2002;Fahim & Jalili, 2013;Hamp-Lyons & Condon, 2000;Manning, 2000;Nezakatgoo, 2011;Shohamy and Walton, 1992), but they are also used, among several other areas, in early childhood education (e.g., Potter, 1999;Smith, 2000), both in the mainstream and special needs classroom (e.g., Law & Eckes, 1995;Richter, 1997); in primary education science (e.g., Valdez, 2001) and mathematics (e.g., Kuhs, 1994) and in secondary education science (e.g., Reese, 1999). Portfolios are also popular in teacher education programs (e.g., Kinchin, 2001;Schonberger, 2000) as well as in chemistry (e.g., Weaver, 1998), English (e.g., Gillespie et al, 1996) and music education (e.g., Durth, 2000) classrooms.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance

Obeiah¹,

Bataineh

2016

Bellaterra J. Teach. Learn. Lang. Lit

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This study examines the effect of portfolio assessment on Jordanian EFL tenth grade learners' overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study is quasi-experimental in which an experimental group and a control group of 20 students each were purposefully drawn from tenth grade classes at the public schools for girls in the North-Eastern Badia Directorate of Education. The experimental group was instructed on how to generate ideas, structure, draft, and edit their written pieces following Hamp-Lyons and Condon's (2000) model while the control group was instructed conventionally as prescribed in the Teacher's Book. The findings revealed that the portfolio group outperformed the conventionally-instructed group (at α≤ 0.05) in their overall writing performance and in their performance on the writing sub-skills of focus, development, organization, conventions and word choice.Key words: EFL, Jordan, portfolio assessment, writing performance Résumé Cette étude examine l'effet de l'évaluation par le portfolio sur les performances de l'écrit en général des apprenantes jordaniennes en dixième classe de la langue anglaise comme langue étrangere (EFL) ainsi que leurs performances des cinq sous-compétences de concentration, développement, organisation, conventions et choix des mots. L'étude est quasi-expérimentale dans laquel on compare un groupe expérimental avec un groupe contrôle de 20 élèves qui ont été délibérément selectionnées parmis les étudiantes de la dixème classe dans l'école publique des filles de la Direction Badia Nord-Est de l'éducation. La façon comment générer des idées a été enseigné au groupe expérimental ainsi que la structure, la redaction preliminaire, la revision et l'édition de leurs propres textes en suivant Hamp-Lyons et Condon (2000), tandis que le groupe côntrole a été enseigné d'une façon traditionelle exactement comme prescrit dans le livre de l'enseignant. Les résultats ont démontré que le groupe du portfolio a surperformé le groupe instruit traditionellement (à ≤ 0,05) dans leurs performances générales à l'écrit et celles des sous-compétences de concentration, développement, organisation, conventions et choix des mots.

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Section: Introductionmentioning

confidence: 99%

The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance

Obeiah¹,

Bataineh

2016

Bellaterra J. Teach. Learn. Lang. Lit

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“…Other school authorities, for example, the Catholic Education Office, also upheld the notion of portfolio assessment. The literature again was prolific in this domain with much of the late nineties literature, mostly from overseas, focusing on the issues of reflection (Courtney & Abodeeb, 1999;Potter, 1999), child/student selfselection of items (McMackin et al, 1998;Potter, 1999), children as stakeholders in their learning (Woodward, 1994;Downes, 1999) and the ongoing value of using portfolios in three-way or student-led conferences (Seliner & Bushey, 1997;Cleland, 1999). While the issues of reflection, selection of items and audience were seen as valuable, there was evidence that portfolios in primary schools in New South Wales were little more than that: an indication of achievement of set outcomes, orchestrated by the teacher (NSW Department of School Education, 1997, p. 22).…”

Section: Primary School Children's Portfoliosmentioning

confidence: 99%

“…The ability of children to take the role of being reflective and self-assessing was doubted. Even though Potter (1999) supported the notion of 'allowing children to examine their work and reflect on its quality as they help select materials for inclusion in their portfolios' (p. 210), she questioned the ability of young children in this role. Maguire (1997, p. 52 process that involved the children in self-assessment, self-selection of items and reflection, indicating that it is not only possible, but also desirable.…”

Section: Primary School Children's Portfoliosmentioning

confidence: 99%

Portfolios: narratives for learning

Woodward

2000

Journal of In-service Education

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“…There is a small amount of literature in Aotearoa/ New Zealand and internationally on the use of portfolios in early childhood education centres (Alcock, 2000;Cohen, 1999;Hebert, 2001;Helm, Beneke, & Steinheimer, 1998;Potter, 1999;Smith, 2000) Te One (2000) argues:…”

Section: The Use Of Portfolios In Early Childhood Settingsmentioning

confidence: 99%

Accessible Portfolios: Making it Happen in My Centre: an Action Research Study

Steele¹

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<p>This thesis explores how I improved my portfolios assessment practices by making children s portfolios freely available to children, their parents and whānau in the early childhood care and education centre where I worked. As the teacher researcher I present an insider perspective, my world view on how I improved my pedagogical practices in order to gain a deeper understanding of children s learning, and my role in supporting children s learning. This study has two components, a) the writer as the teacher researcher and, b) accessibility of children s portfolios and the involvement of children in the portfolio process. This study uses a qualitative research design, a mixed methodology of self-study action research and case study. Three theories, ecological, sociocultural, and Donald Schön s (1983) theory of learning and practice have informed and guided this research. This eclectic mix of theoretical frameworks provided me with some valuable insights on ways of examining and using portfolios with children, and understanding children s views on their portfolios. The findings in this study are particular to the centre where I worked and they may not be generalisable to other early childhood care and education centres. Nonetheless, my experiences highlight the potential importance of the process and issues that arise from making portfolios accessible. The findings revealed that my experiences of engaging in self-study action research promoted within the centre a community of learners, and an enquiry approach to teaching and learning. The findings of this study suggest that making portfolios freely available provides children with an understanding of the purpose, contents and ownership of their portfolios. When children frequently use and share their portfolios with peers and teachers it can promote critical self-reflection and self-assessment of their learning. Involving children in the portfolio process makes visible to children the value of their contributions to their learning. Overall, this study has significantly improved my pedagogical practices. It has enhanced teachers learning which has in turn, benefited the children s learning. Beyond that, making the portfolios accessible has strengthened parental understanding of their children s experiences at the centre.</p>

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What Should I Put in My Portfolio?Supporting Young Children's Goals and Evaluations

Cited by 7 publications

References 17 publications

The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance

The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance

Portfolios: narratives for learning

Accessible Portfolios: Making it Happen in My Centre: an Action Research Study

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