New York College Learning Skills Association

RTDE Issue Contents

Research and Teaching
in Developmental Education

Volume 15, Issue 2, Spring 1999

Portfolios in Progress: Reevaluating Assessment
By Sarah D. Spence and Billie Theriot, Southwester Louisiana University

Abstract

This study analyzes the adjustments and changes that have evolved from the inception of a pilot program to the fifth semester of its implementation. Using the portfolio in the classroom creates "authentic," "performance based" assessment and challenges the students to control their own writing, assume more self-discipline, and become more responsible. The instructors interact and become guides in this on-going writing process. The final portfolio and holistic grading, which ensues with the group formulating a proactive, anonymous measurement of assessment, benefits the students and instructors alike. The collaboration between students and instructor creates a common context for this revision process. The faculty, realizing the value of the portfolio assessment, has unanimously agreed to continue the program.