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The Portfolio Standard
How Students Can Show Us What They Know and Are Able to Do
Edited by Bonnie S. Sunstein, University of Iowa, Jonathan H. Lovell, San Jose State University, California
Foreword by Donald H. Graves
ISBN 978-0-325-00234-7 / 0-325-00234-7 / 2000 / 272pp / Paperback
Imprint: Heinemann
Availability: In Stock
Grade Level: K-12
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The variety of chapters by different authors is sure to spur conversations about the relationship among learning, teaching, standards, assessment, and portfolios.
—Iowa Reading Journal Since the term "standard" met the term "movement" well over a decade ago, the phrase "what students should know and be able to do" has increasingly come to determine classroom practice. Now, fixed, absolute end-point measures dictate what we know about our students—grade level by grade level, subject area by subject area, school by school. Worse, our students have been backed into marginal, nonparticipatory roles in their own education: their voices no longer heard; their capacity to assess their knowledge no longer recognized.
The Portfolio Standard provides an antidote to our current national mania for measuring, proposing instead that today’s standard setters learn from the students they are so anxious to assess. Without our students’ active participation in reflecting on their own learning, the authors argue, we are left with static, outdated, arbitrary notions of "what [our] students should know and be able to do." Without such active partnerships, our roles as teachers wither. This book, by contrast, offers thoughts, projects, and first-hand accounts of portfolio keeping in the voices of the keepers themselves. |
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Table of Contents
Contents:
I. A Standard Set from the Inside
1. Be Reflective, Be Reflexive, Beware: Innocent Forgery for Inauthentic Assessment, B. Sunstein
2. Curatorial Collections: Cross-Curricular Design Portfolios, J. Wilhelm
3. Getting Real: Talking to Students About Portfolios, T. Stewart
4. When a Portfolio Keeper Is a Reluctant Writer, M. McGann
5. To Sit Beside: Learning to Evaluate Reading and Writing, S. Stires
6. Who's the Teacher? What Students Can Tell Us About Literacy Portfolios, L. Rief, C. Gannett & M. Finnegan
7. Freedom and Identity: Portfolios in a Puerto Rican Writing Class, M. Page
8. Digging In: Dynamics of Assessing General University Competencies, M. Barry & Y. Thiru
9. Artifacts as Different Kinds of Facts: How Material Culture Shapes the Research Portfolio, E. Chiseri-Strater
II. A Standard Set from the Outside
10. The Connected I: Portfolios and Cultural Values, D. Fu
11. From Queen of the Classroom to Jack of All Trades: Talking to Teachers About the Kentucky Writing Portfolio, E. Spalding
12. Identity and Reliability in Portfolio Assessment, J. Williams
13. Interpreting Teacher and Student Portfolios as Artifacts of Classroom Cultures: A Descriptive Assessment, J. Cheville, S. Murphy, B. Price & T. Underwood
14. Latching on to Portfolios: Assessment Conversations in English Education, J. Potts, R. Strahl & D. Hohl
15. Portfolios and the Politics of Assessing Writing in Urban Schools, D. Appleman & J. Schmit
16. Surviving Portfolios: Three Lenses to the Rescue, J. Fueyo
III. A Portfolio of Portfolios An Afterword, J. Lovell & B. Sunstein
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