Graduate Research Papers

Availability

Open Access Graduate Research Paper

Keywords

Portfolios in education;

Abstract

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

1992

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Greg P. Stefanich

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

1992

Object Description

1 PDF file (38 leaves)

Language

en

File Format

application/pdf

Included in

Education Commons

Share

COinS