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Portfolios in First Grade: Four Teachers Learn to Use Alternative Assessment

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Abstract

Educational assessment is experiencing significant changes which affect classroom practices. This article describes an in-depth qualitative study of the implementation of portfolio assessment by four first grade teachers. Creative activities and valuable insights were given by these teachers which allow for successful implementation of portfolios in the classroom. These teachers found three major benefits of portfolios: (1) a means of communicating more effectively with families, (2) a tool to motivate, encourage, and instruct students in the skills of self-assessment, and (3) a mechanism to monitor and improve their own instruction in the classroom.

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Authors and Affiliations

  1. Department of Childhood and Special Education, University of Central Arkansas, Conway, Arkansas

    Tammy R. Benson

  2. Instruction and Curriculum Leadership, University of Memphis, Memphis, Tennessee

    Lana J. Smith

Authors
  1. Tammy R. Benson
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  2. Lana J. Smith
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Benson, T.R., Smith, L.J. Portfolios in First Grade: Four Teachers Learn to Use Alternative Assessment. Early Childhood Education Journal 25, 173–180 (1998). https://doi.org/10.1023/A:1025605211292

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  • DOI: https://doi.org/10.1023/A:1025605211292

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