Portfolios: Process and Product

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Overview

This book, the first to focus exclusively on portfolio assessment, is practical, theoretical, and broad in scope, offering places to start rather than claiming to be definitive. The articles, all by teachers with considerable experience in using portfolio grading, are free of jargon, making sound composition and assessment theory available to every reader, regardless of the level of writing taught.

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Editorial Reviews

From the Publisher
“An excellent compilation of varied articles, this book effectively speaks to the appeal of portfolios to teachers.”–Voices from the Middle
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Product Details

  • ISBN-13: 9780867092752
  • Publisher: Heinemann
  • Publication date: 10/1/1991
  • Edition description: New Edition
  • Pages: 315
  • Age range: 18 years
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.69 (d)

Meet the Author

Marcia Dickson, associate professor of English at the Ohio State University at Marion, teaches developmental writing, advanced composition, and composition pedagogy. Her interest in composition studies began as a graduate student at SUNY Stony Brook, where she was involved in the development of Peter Elbow and Pat Belanoff's innovative portfolio assessment program. She and Pat Belanoff coedited the first comprehensive study of portfolio assessment, Portfolios: Process and Product (Boynton/Cook, 1991). For the past five years, she as been the project director for an Early English Composition Assessment Program (EECAP) for the Ohio Board of Regents, which develops both classroom and large-scale portfolio assessment and promotes collaboration between college and high school faculties.
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Table of Contents

Portfolios for Proficiency Testing

State University of New York at Stony Brook Portfolio-Based Evaluation Program, P. Elbow & P. Belanoff

Using Portfolios to Increase Collaboration and Community in a Writing Program, P. Belanoff & P. Elbow Addendum, P. Belanoff

Portfolios as a Follow-up Option in a Proficiency Testing Program, D. Holt & N. W. Baker

Implementing a Portfolio System, D. Smit, P. Kolonosky, & K. Seltzer

Evaluation for Empowerment: A Portfolio Proposal for Alaska, J. K. Wauters

Using the Portfolio to Meet State-Mandated Assessment: A Case Study, R. Rosenberg

Step by Step: The Development in British Schools of Assessment by Portfolio, P. Scott

Portfolios and the M.A. in English, B. Hain

Program Assessment

Metacognition and the Use of Portfolios, K. Mills Courts & M. R. Amiran

Bridges to Academic Goals: A Look at Returning Adult Portfolios, A. M. Sheehan & F. Dempsey

An Echo of Genesis: An Assessment of the Business-Writing Portfolio, J. R. Leder

Using Portfolios in the Assessment of Writing in the Academic Disciplines, R. L. Larson

Classroom Portfolios

Bringing Practice in Line with Theory: Using Portfolio Grading in the Composition Classroom, J. Sommers

Portfolios: Solution to a Problem, K. McClelland

A Basic Writer's Portfolio, S. Hileman & B. Case

A Portfolio Approach to Teaching a Biology-Linked Basic Writing Course, P. Gay

Portfolios Evolving: Background and Variations in Sixth Through Twelfth Grade Classrooms, R. Camp & D. S. Levine

Portfolios as a Vehicle for Student Empowerment and Teacher Change, K. Weinbaum

Going up the Creek Without a Canoe: Using Portfolios to Train New Teachers of College Writing, W. Bishop

Political Issues

Introducing a Portfolio-Based Writing Assessment: Progress Through Problems, W. Condon & L. Hamp-Lyons

Large-Scale Portfolio Assessment: Ideological Sensitivity & Institutional Change, C. M. Anson & R. L. Brown, Jr.

The WPA, the Portfolio System, and Academic Freedom: A Cautionary Tale with an Optimistic Ending, M. Dickson

Writing Without Testing, C. A. Smith

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