Bibliography of Assessment Alternatives: Portfolios

By midyear the students wanted their own portfolios. The teacher emphasizes the need for
self-selection and self-evaluation to build ownership.
(AL# 470.3PORASF)
Fulton, Jill, and David Savaglio. Performance-Based Assessment: Pomona's Three
Approaches, 1994. Available from: David Savaglio, Pomona Unified School District,
800 S. Garey Ave., Pomona, CA 91766
This document, from a conference presentation, includes a series of memos, agendas, and
reports from Pomona’s task forces on kindergarten assessment, portfolio assessment, and
rubric training. As such, it is an interesting glimpse into the process (including starts, stops,
and regrouping) that one district used for three years to get started on portfolios and rubrics.
The document would be most useful to knowledgeable users who would like to see a case
study. The only actual assessment material included is a short kindergarten skills rating form.
Portfolio design information is not included.
(AL# 150.6PERBAA)
Gahagan, Hilary Sumner, Dewayne Smith, and Shelley King. Project P.R.I.D.E., 1993.
Available from: Beaverton School District, PO Box 200, Beaverton, OR 97075,
(503) 591-8000, fax (503) 591-4415.
This document is a set of handouts from a conference presentation. They are very readable
and present a good overview of Project P.R.I.D.E.—an inclusion program for special
education students that utilizes language arts portfolios to document student progress and
communication with parents. It also encourages students to take control of learning. The
handouts include a description of the portfolio system, a form for student self-evaluation of
their portfolios, a feedback questionnaire for parents, and daily schedules.
(AL# 400.3PROPRI)
Galbraith, Marian, John Hennelly, and Alan C. Purves. Using Portfolios to Negotiate a
Rhetorical Community, Report Series 3.10, 1994. Available from: National Research
Center on Literature Teaching and Learning, University at Albany, State University of
New York, 1400 Washington Ave., Albany, NY 12222
This article focuses on the procedures for enabling students to take responsibility for their
own portfolios. The authors outline the following steps in the process:
1. Negotiate goals. For these authors a portfolio is the evidence for attainment of goals. The
authors feel that a good way to encourage student responsibility for their portfolios is to
have them take some responsibility for setting goals. The paper discusses a procedure for
getting students to set meaningful goals.
Assessment Resource Library, (503) 275-9582 29 Portfolio Bibliography
(formerly Test Center) NWREL, December 1996