Bibliography of Assessment Alternatives: Portfolios

DeFina, Allan A. Portfolio Assessment: Getting Started, 1992. Available from: Scholastic
Professional Books, 730 Broadway, New York, NY 10003.
This short book does a good job of listing the decisions to be made when developing and
using portfolios, but provides the most useful and practical help in the sample checklists and
letters in the back.
(AL# 150.6PORASG)
Donaldson, Peter. Critique: Teaching Students How To Evaluate, 1991. Available from:
Islander Middle School, Mercer Island School District, 4160 86th Ave. SE, Mercer
Island, WA 98040, (206) 236-3400.
This middle-school teacher has turned all grading in his art classes over to his students. He
has them develop their own criteria for both judging/critiquing the artwork itself and for
judging the critique of the artwork. The document we have includes the teacher's rationale
for this approach, the goals he has for students, a sample rating form used by students to
critique each other's artwork, a sample rating form used by students to critique each other's
critiques, a form for self-critique, and a philosophy statement from ARTS PROPEL.
Criteria for artwork are: accurately observed proportions, craftsmanship, composition, detail,
accurate illusion of depth, and accurately observed shading. Criteria for the critique of the
critique include thoroughness, specificity, and good organization. (In a private
communication the teacher also noted these things for a critique of critique: thoroughness,
accuracy, synthesis of ideas, details supporting points, and analysis of the work. For a selfcritique
he would also add self-revelation.)
(AL# 810.3CRITES)
Doolittle, Peter. Teacher Portfolio Assessment. Located in: Measurement Update 4, June
1994, pp. 5-6. Available from: ERIC Clearinghouse on Assessment and Evaluation,
The Catholic University of America, Department of Education, O’Boyle Hall,
Washington, DC 20064, (202) 319-5120.
This short article is a nice summary of considerations in developing a professional portfolio
for teachers. The authors endorse a model described by the following quote: “Ideally, a
teacher portfolio is a document created by the teacher that reveals, relates and describes the
teacher’s duties, expertise, and growth in teaching. Each assertion in the portfolio is then
documented in an appendix or a reference to outside material, such as videotapes or lengthy
interviews. The size of a portfolio varies, but it is typically two to ten pages, plus
appendices.”
(AL# 130.6TEAPOA)
Assessment Resource Library, (503) 275-9582 23 Portfolio Bibliography
(formerly Test Center) NWREL, December 1996