Abstract
The establishment of the National Board for Professional Teaching Standards (NBPTS) in 1987 and the Interstate New Teachers Assessment and Support Consortium (INTASC) in 1992 called for the development of performance-based assessment and resulted in a portfolio assessment system in the Midwestern University where I prepare secondary classroom teachers. I was completing my dissertation during the time this portfolio assessment system was being designed by professors who had never used portfolio assessment in their teaching. I was hired just in time for the initial implementation with my students who, also, had no experience with portfolios unless they were majoring in music education. For many preservice teachers, a vision of standardization came to mind as they prepared to submit their portfolios for evaluation in the spring of 2001 and 2002.
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Moss, G. (2009). Standards, Critical Literature, and Portfolio Assessment: An Integrated Approach to Critical Pedagogical Development. In: Groenke, S.L., Hatch, J.A. (eds) Critical Pedagogy and Teacher Education in the Neoliberal Era. Explorations of Educational Purpose, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9588-7_9
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