This study is a descriptive analysis of the perceptions of selected first and second grade teachers on the design and implementation of writing-portfolio assessment. The literature supported the need to examine alternative writing assessments that include both product and process-oriented information about developing writers. Writing-portfolio assessments focus on day-to-day interactions in the classroom and provide on-going diagnostic information about students' writing development and involvement with various instruction processes and procedures from one month to the next and from one year to the next. Two first grade teachers were chosen for an indepth investigation of their portfolio assessments of the early writer. Data were gathered using indepth interviewing, field observations and the analysis of student portfolios. The data collected were analyzed around categories derived from five main areas of investigation: (A) Changes in writing instruction. (B) Instruction and assessment. (C) Reporting procedures. (D) The Changing role of the teacher. (E) Support for teachers. Data gathered in this study indicated that as changes in writing instruction occurred in teachers' classrooms, a need for alternative assessments developed that would focus on a closer analysis of students' writing strengths and needs and would "capture" writing process opportunities and self-assessment activities in the classroom. As student portfolios were analyzed, teachers were able to outline patterns of strengths and needs that led to designing specific goals and implementation plans with individual students and the class as a whole. The specificity of the assessment allowed teachers to include students in self-assessment processes that focused on their development. Reporting portfolio assessment results to parents, future teachers, administrators and students themselves proved to be positive and informative. Teachers implementing writing-portfolio assessments needed time and opportunities to discuss and define good writing, determine the kinds of information to collect, articulate realistic writing goals and expectations, design appropriate implementation plans and writing strategies and organize necessary record-keeping that would document and report on progress in students' writing portfolios. Student writing-portfolio assessments documented students' development as writers, informed instruction and provided a "window" into the classroom. They offered teachers a greater potential in understanding and supporting their students' literacy development.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8590 |
| Date | 01 January 1993 |
| Creators | Lylis, Shayne Johanna |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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