Bibliography of Assessment Alternatives: Portfolios

This process resulted in increasing students' ownership of their work and relying on
themselves and peers for assistance in improving their work.
(AL# 470.6MAKTHW)
Hunt, Rhonda, and Jill Harper. Student Metacognitive Training, Developing Student and
Teacher Evaluation Criteria—Language Arts Portfolio Assessment, 1995. Available
from: Douglas County School District, 1419 NW Valley View Dr., Roseburg, OR
97470, (503) 440-4015, fax (503) 440-4003.
This document is a set of handouts from a conference presentation. Although it’s not always
clear how the material links together, there are enough items of interest to include on the
bibliography. First, the project is designed for young students and includes portfolios,
writing assessment, and systems helping students to develop and use criteria. Samples of
student writing are included as are samples of criteria for writing development by grade 1
students. Second, student self-review rating forms are included for writing, math,
cooperative working, reading, verbal communication, global citizenship and life-long
learning.
This document will not provide an overview of portfolios, help with implementation, or
provide a detailed description of a sample system. However, it will provide information to
knowledgeable users who are looking for the specific elements listed above.
(AL# 470.3STUMET)
Illinois State Board of Education. Effective Scoring Rubrics—A Guide to Their
Development and Use, 1995. Available from: Illinois State Board of Education, Dept. of
School Improvement Services, School and Student Assessment Section, 100 N. First St.,
Springfield, IL 62777, (217) 782-4823, fax (217) 784-6125.
This short booklet provides a good overview of the characteristics of sound performance
criteria (rubrics, scoring guides) and uses Illinois' writing and math rubrics as examples. The
author values analytic/holistic, developmental, generalizable rubrics for the classroom.
(AL# 150.6EFFSCR)
Ingalls, Bob, and Joyce Jones. There's a Lot of Things You Learn in English That You
Really Can't See. Located in: The Quarterly of the National Writing Project & The
Center for the Study of Writing and Literacy 14, 1992, pp. 1-4.
The authors describe a project in which teachers attempted to formally "score" a sample of
portfolios. They found it unsatisfying because of lack of knowledge of the context under
which the work was produced; it was hard to know the significance of the items they saw.
When they added students to the review and discussion process, it not only added context, but
resulted in a community of learners—everyone learning from each other. This points up:
Assessment Resource Library, (503) 275-9582 41 Portfolio Bibliography
(formerly Test Center) NWREL, December 1996