Portfolio Assessment and Quality Teaching
Bibliographic Data
| ID | 4255997 |
|---|---|
| Authors | Youb Kim (University of Northern Colorado), Lisa Sensale Yazdian |
| Year | 2014 |
| Volume | 53 |
| Issue | 3 |
| Pages | 220-227 |
| Publication date | 2014-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2014.916965 |
| OpenAlex | W2092855137 |
| Language | EN |
| Citations received | 1 |
| References cited | 10 |
Our article focuses on using portfolio assessment to craft quality teaching. Extant research literature on portfolio assessment suggests that the primary purpose of assessment is to serve learning, and portfolio assessments facilitate the process of making linkages among assessment, curriculum, and student learning (CitationAsp, 2000; CitationBergeron, Wermuth, & Hammar, 1997; CitationCohen & Wiener, 2003; CitationNeill & Mitchell, 1995; CitationO'Malley & Pierce, 1996; CitationSmith & Ylvisaker, 1993; CitationYancey, 1996). Because a learning portfolio is a collection of student work samples over time, it provides teachers with opportunities to understand the process of student learning. This is especially important in the current educational context where teachers are expected to teach all students, including English language learners, to develop high-level thinking and content knowledge aligned with Common Core State Standards. To support teachers to provide quality teaching that meets Common Core State Standards for diverse English language learners, we begin our article with 3 important reasons for using portfolio assessment. We then describe procedures for implementing portfolio assessment in individual classrooms. NoteNotes1. This idea came from Mrs. Beth Hopkins, a primary grade teacher in State College School District in Pennsylvania. She helps students set their own learning goals in the beginning of a school year and shares them during fall parent–student–teacher conferences. She uses spring parent–student–teacher conferences to revisit the goals and help students evaluate how they met their learning goals. She can be reached by e-mail listed on the district web site
Business · Context (archaeology · Curriculum · Mathematics education · Pedagogy · Portfolio · Quality (philosophy · Collaborative Teaching and Inclusion · Psychology · Reflective Practices in Education · Student Assessment and Feedback
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |