Cover image for The power of portfolios : what children can teach us about learning and assessment
Title:
The power of portfolios : what children can teach us about learning and assessment
Author:
Hebert, Elizabeth A. (Elizabeth Ann), 1950-
Publication Information:
San Francisco : Jossey-Bass, [2001]

©2001
Physical Description:
xxi, 154 pages ; 23 cm.
Language:
English
Contents:
Children can assess their own learning -- Children learn all the time -- Teachers learn all the time, too -- Getting clear on portfolio purpose, ownership, and content -- Portfolios encourage children to think about their learning -- Portfolios respond to the individual needs of students -- Designating a space and place for gathering memories -- A celebration connects child, portfolio, and audience -- Teaching parents how to be part of the portfolio conference -- Listening for children's meaning -- Creating a language for portfolios -- Lessons learned about portfolios -- Appendix: Philosophy of the Winnetka Public Schools.
Electronic Access:
Table of Contents http://www.loc.gov/catdir/toc/onix07/2001003792.html
ISBN:
9780787958718
Format :
Book

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Summary

Summary

How should a student's learning be measured and assessed? Standardized tests identify the most knowledgeable child, whereas student portfolios can identify the knowledge level of each individual child. In The Power of Portfolios, Elizabeth A. Hebert offers a practical and imaginative approach for using portfolios with elementary level students and shows how the portfolio process can serve as a powerful motivational tool by encouraging students to assess their own work, set goals, and take responsibility for future learning. Throughout the book Hebert relates stories that illuminate the lessons learned -- by the students, teachers, and principal -- from a school that has used portfolios for more than a decade. Rather than prescribing what the portfolio should contain and how it should be assessed, she offers practical guidance, including classroom exercises, for making the portfolio experience a success for the students, the teachers, and the school as a whole.


Author Notes

Elizabeth A. Hebert is the principal of Crow Island School in Winnetka, Illinois.


Reviews 1

Choice Review

With the school accountability movement calling for increased student testing, quantitative data has become a two-edged sword that often fails to tell the complete story of the learning progress. Hebert, appropriately, presents the portfolio process, not as a replacement for testing, but as a qualitative companion. This elementary school principal, with fifteen years' experience in using portfolios, presents a comprehensive look at the portfolio process as implemented in her school. The lessons learned illustrate the power of children taking charge of their learning and reflecting on their progress. As the author aptly illustrates, portfolios are far more than assessment tools, inviting students to "own" the portfolio contents and to develop metacognitively. Readers interested in the school-wide implementation of portfolios from kindergarten to grade five will benefit from the broad perspective of the use of portfolios and the site-specific lessons learned at the author's school. At once grounded in theory and experience, this book illuminates the portfolio path as a way of imagination and inspiration for those who would focus on learning. Recommended at all levels. P. H. Valley Embry-Riddle Aeronautical University


Table of Contents

Prefacep. ix
Lesson 1 Children Can Assess Their Own Learningp. 1
Lesson 2 Children Learn All the Timep. 11
Lesson 3 Teachers Learn All the Time, Toop. 23
Lesson 4 Getting Clear on Portfolio Purpose, Ownership, and Contentp. 39
Lesson 5 Portfolios Encourage Children to Think About Their Learningp. 51
Lesson 6 Portfolios Respond to the Individual Needs of Studentsp. 63
Lesson 7 Designating a Space and Place for Gathering Memoriesp. 75
Lesson 8 A Celebration Connects Child, Portfolio, and Audiencep. 85
Lesson 9 Teaching Parents How to Be Part of the Portfolio Conferencep. 99
Lesson 10 Listening for Children's Meaningp. 111
Lesson 11 Creating a Language for Portfoliosp. 121
Conclusion: Lessons Learned About Portfoliosp. 131
Appendix Philosophy of the Winnetka Public Schoolsp. 135
The Authorp. 142
Bibliographyp. 143
Indexp. 149