Realizing the rhetoric: A qualitative study of portfolio assessment in a second-grade classroom

As we redefine goals for schooling and aesessment, we struggle to understand critical elements of the learning experience such as the student's sense of ownership and its connection to teaching and learning assessments. Intuitively we sense that features of portfolio assessment will lead to student ownership of learning and knowledge. Studies of portfolio assessment practice in the classroom to date have investigated the experiences and effects on the teacher, the school, the district, and the state, but have not yet considered the student experience. Several critical questions have been left unanswered: How do students perceive or understand portfolio assessment--the benefits, difficulties, and personal rewards of portfolios? And, are the assumptions about student ownership and its connection to portfolios and portfolio assessment validated in the student experience? Alternative assessment methods, such as performance-based assessments are not inherently designed to evoke student ownership, and educators must pay careful attention to the ways that these tools both encourage and interfere with this notion.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Kendall, Kimberly Dawn

Contributors dc:contributor

• Coombs, Fred S.

• Education, Elementary
• Education, Curriculum and Instruction

Statement dc:rights

• Copyright 1996 Kendall, Kimberly Dawn

Language dc:language

eng

Identifier

9780591088014
AAI9702558
(UMI)AAI9702558

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/20466