Bibliography of Assessment Alternatives: Portfolios

Grades are based on diversity of selection, written reflections about selections, and portfolio
organization. The authors present a little detail that flesh out these criteria. The document
includes some student work but no technical information.
(AL# 500.3PLAPOA)
Lavaroni, Charles. Self-Evaluation: A Learned Process. Located in: Inquiry: Critical
Thinking Across the Disciplines 14, Autumn 1994, pp. 52-57.
This short article presents a list of indicators of students' ability to self-evaluate and think
about their own thinking. The author also mentions the need to use portfolios to build such
skills.
(AL# 050.5SELFEV)
Lazear, David. Multiple Intelligence Approaches to Assessment—Solving the Assessment
Conundrum, 1994. Available from: Zephyr Press, PO Box 66006-W,
Tucson, AZ 85728, (602) 322-5090, fax: (602) 323-9402.
This manual discusses:
• Definitions and importance of seven student "intelligences."
• How to "kid watch" to determine which intelligences each student has strengths in.
• Ideas for using the "intelligences" profile to help kids get the most out of instruction.
• Ideas for developing students' weaker "intelligences."
• Criteria for sound assessment that include attent ion to both (a) assessing the seven
intelligences, and (b) designing a variety of achievement measures that honor all of the
seven intelligences.
• Lots of help on designing assessments in various content areas that capitalize on strengths
in the various intelligences and allow students to show what they know in a variety of
ways.
• The use of portfolios, journals, anecdotal records, and exhibits in the context of the seven
intelligences.
• Ideas for getting started.
• Sample reporting formats that emphasize both development in the seven intelligences and
development in the skills and knowledge through the seven intelligences.
Assessment Resource Library, (503) 275-9582 47 Portfolio Bibliography
(formerly Test Center) NWREL, December 1996