Bibliography of Assessment Alternatives: Portfolios
Bibliography of Assessment Alternatives: Portfolios
Bibliography of Assessment Alternatives: Portfolios
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Hewitt, Ge<strong>of</strong>. A Portfolio Primer—Teaching, Collecting, and Assessing Student Writing,<br />
1995. Available from: Heinemann, 361 Hanover St., Portsmouth, NH 03801.<br />
The author is one <strong>of</strong> the original designers <strong>of</strong> Vermont’s grade 4 and 8 writing portfolio<br />
system. This book, although using vocabulary and ideas from the Vermont system, adds<br />
much more philosophy behind portfolios, the role <strong>of</strong> students as having primary<br />
responsibility for their portfolios, and various types <strong>of</strong> portfolios. The book includes lots <strong>of</strong><br />
vignettes, a couple <strong>of</strong> student portfolios, an updated version <strong>of</strong> Vermont’s writing rubric, and<br />
help with large-scale assessment. This book is worth reading.<br />
(AL# 470.6PORPRI)<br />
Hill, Bonnie C., Patricia Kamber, and Lisa Norwick. Six Ways to Make Student <strong>Portfolios</strong><br />
More Meaningful and Manageable. Located in: Instructor, July/August 1994,<br />
pp. 118-121.<br />
The authors discuss strategies for a successful portfolio project:<br />
• Define the portfolio’s purpose<br />
• Teach students to self-reflect<br />
• Discuss portfolio’s content with students on a regular basis (e.g., 10 minutes/week)<br />
• Have regular “portfolio swaps” among students<br />
• Regularly share portfolios with parents<br />
• Give yourself time<br />
The authors include questions to promote student self-reflection.<br />
(AL# 150.6WAYMAS)<br />
Hill, Bonnie Campbell and Cynthia A. Ruptic. Practical Aspects <strong>of</strong> Authentic <strong>Assessment</strong>—<br />
Putting the Pieces Together, 1994. Available from: Christopher-Gordon Publishers,<br />
Inc., 480 Washington St., Norwood, MA 02062, (617) 762-5577).<br />
The authors discuss how to assess reading, writing, the content areas, and student attitudes<br />
using portfolios, anecdotal records, classroom observations, checklists, conference records,<br />
and developmental continuums. The book mentions involving parents, student selfreflection,<br />
reporting, and special students in the assessment process.<br />
Checklists and developmental continuums are included for reading and writing. Some<br />
sample student work is included, but technical information is not. The information appears<br />
to be most appropriate for grades K-8.<br />
<strong>Assessment</strong> Resource Library, (503) 275-9582 39 Portfolio <strong>Bibliography</strong><br />
(formerly Test Center) NWREL, December 1996
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