Literacy Portfolios Research Articles

Pengembangan Buku Portofolio Literasi Berbasis Ajaran Tri-N untuk Meningkatkan Kemampuan Menulis Siswa Sekolah Dasar

This study aims to improve the writing skills of fable stories in grade V students. The type of research used is R&D (Research and Development) or development research. This development research uses the ADDIE development model (Analysis, Design, Development, Impementation, and Evaluation). The researcher has developed a literacy portfolio book based on Tri-N teaching for students' writing skills. Data collection was conducted by observing the learning process, interviewing educators, tests in the form of pre and post tests, and questionnaires to determine student and teacher responses. Data collection is supported by documentation of the implementation of learning by applying the product. The results of research using this development product can be said to be feasible based on the assessment of media experts and linguists. Based on the results of the pre test, post test, teacher response, and student response, the use of Tri-N teaching-based literacy portfolio books can improve the writing skills of fifth grade elementary school students so that it can be said that this product is effective.,

Evaluating the Validity of Portfolio Assessments for Licensure Decisions

This study examines one part of a validity argument for portfolio assessments of teaching practice used as an indicator of teaching quality to inform a licensure decision. We investigate the relationship among portfolio assessment scores, a test of teacher knowledge (ETS’s Praxis I and II), and changes in student achievement (on Touchstone’s Degrees of Reading Power Test [DRP]). Key questions are the extent to which the assessment of teaching practice (a) predict gains in students’ achievement and (b) contribute unique information to this prediction beyond what is contributed by the tests of teacher knowledge. The venue for our study is Connecticut State Department of Education’s (CSDE) support and licensure system for beginning teachers, the Beginning Educator Support and Training (BEST) program (as it was implemented at the time of our study). We investigated whether elementary teachers’ mean effects on their students’ reading achievement support the use of BEST elementary literacy portfolio scores as a measure of teaching quality for licensure, using a data set gathered from both State and two urban school district sources. The HLM findings indicate that BEST portfolio scores do indeed distinguish among teachers who were more and less successful in enhancing their students’ achievement. An additional analysis indicated that the BEST portfolios add information that is not contained in the Praxis tests, and are more powerful predictors of teachers’ contributions to student achievement gains.

The Bridge: An Authentic Literacy Assessment Strategy for Individualizing and Informing Practice With Young Children With Disabilities

_Brown Bear, Brown Bear, what do you see?_ chant the 3- and 4-year-olds gathered for the emergent reading story time. It is Wednesday and the book has been read at least once each day this week. Today, the children confidently joined in on the repetitive phrase. Mary, a 4-year-old with autism, did not verbally participate when the other children chimed in, even when cued by the teacher's pause and inviting gaze. Mary instead bobbed her head in time with the repetitive phrase, a response captured by Helen, a classroom assistant. Helen has sticky labels for notes and pen in hand to observe and record emergent literacy advances of all the children. Later that day, during the children's rest time, Helen and Roberta reviewed the day's notes and events to better shape their plans for the next day. Helen asked Roberta, the classroom teacher, _Did you see Mary as you read today? Mary was bobbing her head in rhythm with the repetitive line from Brown Bear, Brown Bear! I was not sure at first she really was doing it, but I watched each time the line was chanted by the children, and she really was bobbing in rhythm._ _That would be a nice step forward in her phonological awareness,_ said Roberta. _Helen, tomorrow sit with Mary and when we read Brown Bear again, gently take her hands in yours and pat them on her legs in rhythm with the repeated line. Let's try that the next several times we read the book and see what happens. Also, pay attention during circle time when we greet the children by clapping the syllables in their names. See if Mary is bobbing with the syllables as the other children clap. Maybe she's been showing us in her way that she hears the rhythms in language. Let's get her literacy portfolio and make sure we document this!_ Roberta retrieved Mary's literacy portfolio, turned to the section on phonological-phonemic awareness and placed Helen's note in the file: _Mary bobbed her head in rhythm each time that the repetitive phrase `Brown Bear, Brown Bear, what do you see?' was read during circle time, 3/23/07._ _You know, Helen, according to the Bridge Rating Scale, the next skill Mary should exhibit will be naming or identifying sounds in the environment._ Roberta thought about Mary's limited language and realized she will probably not be naming sounds very soon. Roberta suggested to Helen, _Let's make a very small, four-picture sound lotto game using her picture board and get Joey to play with her tomorrow. I've noticed Joey playing side by side with Mary at the sand table. Maybe, with our support, they would play an abbreviated listening game together._ Roberta added, _Mary's mom will be so pleased to hear about what you saw today. Make sure we pass on some suggestions for using repeated lines and listening games for home too, since Mary might be ready for plenty of sound and rhythm play._ _Maybe we could make a sound lotto board for Mary to use with home sounds too,_ suggested Helen.

Portfolio assessment in a collaborative program evaluation: the reliability and validity of a family literacy portfolio

Evaluations increasingly use open-ended assessments, such as portfolios, to gather information about program impact. Portfolios, however, present challenges in achieving acceptable levels of reliability and often lack evidence to support validity. This article describes the components of a portfolio assessment system developed in a collaborative evaluation of a family literacy program. Staff of a family literacy program and two evaluators collaborated to develop the assessment and the tools that frame the review of the portfolios. Rubrics, exemplar portfolios, portfolio logs, and lists of ‘look-fors’ were developed to guide raters in the scoring and to improve the reliability of scores and validity of decisions about the program. Inter-rater reliability for the portfolio assessment was 0.79 for holistic scores and 0.74 for analytic scores. With respect to validity, holistic and analytic scores correlated with criterion measures from 0.50 to 0.59, providing initial evidence of a common construct.

Deaf college students' perspectives on literacy portfolios.

The study examined how literacy portfolios were used as tools in a college developmental English class in which deaf students assessed their reading comprehension as well as their writing processes and products. The students' reading and writing assignments involved reflective thinking and were grounded in authentic tasks. Immediate feedback was provided. The study was multidimensional, longitudinal, and ongoing. A variety of field research techniques were used to ascertain the uses and influences of portfolios in regard to students' reading, writing, and reflective thinking. The results support the idea that the use of literacy portfolios can positively influence students who are deaf when they assess their reading and writing abilities.

Discourse between Teachers and Latino Parents During Conferences Based on Home Literacy Portfolios

Discourse between Teachers and Latino Parents During Conferences Based on Home Literacy Portfolios

Stakeholder Collaboration in the Design and Implementation of a Family Literacy Portfolio Assessment

Collaborative, participatory, and empowerment forms of evaluation advocate the inclusion of stakeholders in decision-making roles in the evaluation process; however; little in the literature describes the involvement of stakeholders in the design and implementation of evaluative tools for data collection. This case study describes the collaborative process and the lessons learned when the staff of a family literacy program and an evaluator collaborated to design and implement a portfolio assessment that was used to collect program evaluation information over a two-year period. The program, Even Start, provides integrated education and human services to meet the literacy needs of participants. The evaluation offered opportunities to collaborate with stakeholders-the program coordinator and family educators-in each step of the creation and implementation of the portfolio system.

Reading Portfolios Reveal New Dimensions of Students

Three years ago, as a language arts teacher on an interdisciplinary team, I began searching for a way to help my middle school students learn about themselves as readers. With much of the emphasis in my state on writing, I also wanted to find a way to a more balanced approach to literacy learning one which included more emphasis on reading, and would help me know each of my 125 students better as individual readers. I had already adapted many of Atwell's (1987) and Riefs (1992) approaches to middle school literacy in my classroom. The room hummed with reading and writing in a workshop environment and minilessons devoted to writing strategy instruction were part of the daily routine. Pan of our week was designated for independent reading workshop time, and my students were reading books of their own choice and responding in journals. We created a classroom library and participated in large and small group book discussions. Time, response, and ownership, three elements recommended for developing middle school reading and writing (Atwell, 1987), served as the framework of my middle school language arts classroom. Still, I had questions. With state-mandated writing portfolios and school-wide writing folders from previous classes, I could readily observe the students' abilities and interests in writing, but not in reading. What did Sarah know about herself as a reader and how was that impor tant? What types of reading materials would motivate Daniel to read? How did Stefano think his English read ing ability was progressing? I knew bits and pieces of this information, especially for my avid readers; but about many of my students, the passive majority, I knew very little. I needed to find a way to tap their interests, atti tudes, and levels of motivation to read. More important ly, I felt my middle school students needed to under stand themselves as readers. I wanted them to explore their own reading habits and abilities. Although discussing each students' habits individu ally would be ideal, finding the time for 125 in-depth interviews in the reality of the middle school day was not practical or possible. Administering reading interest inventories and formal attitude measures would yield some information, but authentic reflection would be lost. Requiring students to demonstrate all their learning in writing, while certainly desirable, would not be fair to those with other interests and abilities. Because portfo lios can be used for varying puiposes, it occurred to me that a reading portfolio might be the answer to my dilemma. As I searched for information to guide the portfolio creation process, I found little information on reading portfolios. Valencia's (1990) discussion of the possibili ties of reading portfolios and Hansen's (1992) work with literacy portfolios were helpful, as was Tierney, Carter, and Desai's (1991) description of portfolio assessment in a reading-writing classroom. However, much of the liter ature on literacy assessment focused on writing rather than on reading (Hiebert & Hutchinson, 1991; Wagner, 1993). I began to develop a design for a portfolio to explore my students' reading. I knew the importance of choice and ownership to middle school students and understood that my students possessed diverse talents and intelligences that extended beyond the verbal-lin guistic (Gardner, 1983). Using suggestions from Collins and Dana (1993), I developed the following guidelines for a reading portfolio: Choose five pieces of evidence to

Portfolios Across Educational Contexts: issues of Evaluation, Teacher Development, and System Validity

We report here a case study of literacy portfolios across 2 different settings. Specifically, we investigated (a) how well portfolios document literacy learning that is both authentic and aligned with curriculum, (b) teachers' ability to interpret and evaluate portfolio evidence from more than one site, and (c) what teachers learn about literacy instruction and assessment as a result of cross-site collaboration. Results suggest that portfolios contained authentic artifacts of students' literacy experiences, although a substantial amount of evidence was judged to be missing from the portfolios Nevertheless, with a shared understanding of literacy learning, teachers were able to reach a high degree of agreement when rating portfolios from different sites and enhance their understanding of both learning and assessment through the cross-site evaluation process. We suggest that the results should not be interpreted simply as findings on portfolio assessment. They must be interpreted in light of a complete portfolio system in which attention is given to generating and collecting artifacts, supporting collaborative evaluation, and providing ongoing professional development. Supportive internal and external conditions must be present if portfolios are to become effective tools for literacy assessment and professional development.

Teachers' voices: Literacy portfolios in the classroom and beyond

Abstract The purpose of this study was to examine the beliefs and attitudes of teachers using literacy portfolios in their classrooms as their district moved toward mandated and standardized literacy portfolio assessment. The first section of the paper presents the benefits and advantages of literacy portfolios in classroom contexts as documented by three teachers who have theoretical and practical expertise in informal portfolio assessment. These teachers value classroom portfolio assessment because it allows creativity, reflection, self‐assessment, and supports diversity. These attributes of informal assessment are illustrated in the critical anecdotes that these teachers share. The second section of the paper presents the concerns of the same three teachers when their district begins the process of mandated and standardized portfolio assessment. These teachers fear that some of the most valuable and authentic aspects of portfolio assessment will be lost in the standardization process proposed by their ...

Shifting Boundaries in Home and School Responsibilities: The Construction of Home-Based Literacy Portfolios by Immigrant Parents and Their Children

Shifting Boundaries in Home and School Responsibilities: The Construction of Home-Based Literacy Portfolios by Immigrant Parents and Their Children

Ninja Warriors and Vulcan Logic: Using the Cultural Literacy Portfolio as a Curriculum Script

The stories of A J.’s and Jacob’s portfolios demonstrate the enormous potential of portfolios as resources for both students and teachers.

Focus on Research Analysis of an Early Literacy Portfolio: Consequences for Instruction

Focus on Research Analysis of an Early Literacy Portfolio: Consequences for Instruction

The Development and Use of Literacy Portfolios for Students, Classes, and Teachers

Portfolio assessment is one of the most interesting and widely discussed of the new alternative assessments. In this paper we explore the portfolio metaphor as it is applied to literacy portfolios. We suggest that portfolios provide a powerful tool for the enhancement of instruction and assessment, addressing educators' concerns about authentic assessment, documentation of academic progress, and teacher and student involvement. However, we caution that there are many important and unresolved issues that must be confronted if portfolio assessment is to succeed. Fundamental issues of validity and reliability must be addressed as well as practical issues of implementation, standard setting, sufficient resources, and teacher expertise. We argue that the ultimate success of portfolios will rest on our ability to communicate portfolio-based assessment information to others. We offer the teacher's class portfolio as a promising strategy for aggregating and reporting information, while preserving the integrity of individual student portfolios and teacher judgment. Whether the emphasis is on individual student portfolios or classroom portfolios, educators must be committed to the staff development and additional research that portfolio assessment demands.