Developing Portfolios in Education, Second Edition, walks teachers through the practical aspects of creating portfolios and demonstrates how they can be used as an action research tool for reflection and professional development. Authors Ruth S. Johnson, J. Sabrina Mims-Cox, and Adelaide Doyle-Nichols include checklists, visuals, organizational strategies, and hands-on tools to help readers through every step of developing a professional portfolio.

Key Features

Emphasizes the role of standards as they apply to portfolio content and evaluation; Includes chapter-opening scenarios that offer real-world examples of portfolio development

New to This Edition

Presents a chapter that links portfolio development to action research; Contains updated material on electronic portfolio development; Provides new step-by-step descriptions of the portfolio process written specifically for teachers

Accompanying Student Resources on CD provide video clips of portfolio presentations, sample electronic portfolios for elementary and secondary teaching credential candidates, PowerPoint slides, tables, templates, and links to Web sites.

Using Portfolios as Tools for Authentic Assessment and Evaluation

Using portfolios as tools for authentic assessment and evaluation

“Fairness” does not exist when assessment is uniform, standardized, impersonal, and absolute. Rather, it exists when assessment is appropriate—in other words, when it's personalized, natural, and flexible; when it can be modified to pinpoint specific abilities and function at the relevance of difficulty; and when it promotes a rapport between examiner and student.

—Funderstanding (2009)

Chapter Objectives

Readers will be able to

  • define authentic assessment and evaluation,
  • outline elements of the portfolio process as formative evaluations,
  • identify elements of the portfolio process as summative evaluations,
  • articulate the benefits of portfolios as both action research and authentic assessment,
  • apply appropriate precautions in using portfolios for assessment and evaluation,
  • use portfolios for both formative and summative evaluation, and
  • follow guidelines ...
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