Open Access Graduate Research Paper
Portfolios in education;
One of the most positive trends occurring in large-scale assessment is the use of portfolio assessment. The purpose of this study was to determine if providing language arts students with the opportunity to be assessed by the portfolio method provides students with a greater understanding of their academic progress and to determine if a higher level of student self-efficacy exists when using the portfolio method instead of the traditional report card method of assessment. The control group, consisting of twenty-two sixth graders, received no opportunity to use the portfolio method of assessment in a language arts class. Instead they received the traditional report card. The experimental group, consisting of twenty-two sixth graders had the opportunity to use the portfolio system of assessment in their language arts class. After nine weeks, a questionnaire was presented to each group to investigate how students viewed their academic progress and to determine how students perceived themselves as learners. Within the limits of the survey methodology employed, it was concluded that the portfolio method of assessment had a significant effect on students' understanding of academic progress and particularly affected their perception of their ability in language arts class.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Greg P. Stefanich
1 PDF file (38 leaves)
©1992 Cynthia A. Burger
Burger, Cynthia A., "Using portfolios to assess academic progress and academic self-concept" (1992). Graduate Research Papers. 2159.