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by Robert Calfee,Pamela Perfumo

Author: Robert Calfee,Pamela Perfumo
Subcategory: Schools & Teaching
Language: English
Publisher: Routledge; 1 edition (September 3, 1996)
Pages: 384 pages
Category: Teaching and Education
Rating: 4.8
Other formats: mbr doc docx mobi

Przeczytaj go w aplikacji Książki Google Play na komputerze albo na urządzeniu z Androidem lub iOS. Pobierz, by czytać offline. The focus throughout the volume is on the tension between classroom assessment and externally mandated testing.

Evaluating Writing through Portfolios. Essays in the book report on a national survey of exemplary projects and presents contributions to a Portfolio Conference held at Stanford University (California) in April, 1994.

1. Classroom Writing Portfolios: Old, New, Borrowed, Blue, Robert C. Calfee and Sarah Warshauer Freedman - 2. Portfolios for Classroom Assessment: Design and Implementation Issues, Joan L. Herman, Maryl Gearhart and Pamela R. Aschbacher - 3. A National Survey of Writing Portfolio Practice: What We Learned and What It Means, Robert C. Calfee and Pamela Perfumo - 4. Dialogue, Interplay

Writing portfolios in the classroom : policy and practice, promise and peril. Part I: Authentic Assessment of Classroom Writing. Freedman, Classroom Writing Portfolios: Old, New, Borrowed, Blue. Herman, M. Gearhart, .

Writing portfolios in the classroom : policy and practice, promise and peril. Robert C. Calfee, Pamela Perfumo. Aschbacher. ontinue Reading.

Writing Portfolios in the Classroom: Policy and Practice, Promise and Peril By Robert C. Calfee; Pamela Perfumo Lawrence Erlbaum . Student Portfolios 101 By Lippert, Robert Techniques, Vol. 79, No. 7, October 2004. Calfee; Pamela Perfumo Lawrence Erlbaum Associates, 1996. Two Views of Electronic Portfolios in Teacher Education: Non-Technology Undergraduates and Technology Graduate Students By Bartlett, Andrea Sherry, Annette C. International Journal of Instructional Media, Vol. 33, No. 3, Summer 2006. Teaching Portfolios: Another Perspective By Burns, Candace W. Academe, Vol. 86, No. 1, January/February 2000.

In R. C. Calfee & P. Perfumo (Ed., Writing portfolios in the classroom: policy and practice, promise . Validity evidence of an electronic portfolio for preservice teachers. Educational Measurement: Issues and Practice, Spring 2008, 10-24., Writing portfolios in the classroom: policy and practice, promise and peril. L. Erlbaum Associates. References      Nystrand, . Cohen, A. & Dowling, N. M. (1993).

Policy and Practice, Promise and Peril. Books related to Writing Portfolios in the Classroom. Differentiated Assessment. Evangeline Harris Stefanakis. Professor Malcolm Smith.

Zak, Frances, & Weaver, Christopher C. (Ed. The Theory and Practice of Grading Writing: Problems and Possibilities. T 3/11 Calfee & Perfumo, Writing Portfolios (Chapters 9-15). Students will be required to (1) lead a class discussion about one of the assigned readings (to be determined); (2) conduct a 15-minute presentation on one of the assigned readings (to be determined); (3) submit a short paper based upon that presentation and subsequent discussion within 2 weeks of the presentation; and (4) submit a final seminar paper. Hayes et a. Does Holistic. Johnson et a. Score.

everyday classroom practice.

Calfee, Robert C. & Perfumo, P. (1996). Writing portfolios in the classroom: Policy and practice, promise and peril. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.

This volume presents chapters by researchers, practitioners, and policymakers who study the impact of classroom portfolios in the assessment of writing achievement by elementary and middle grade students. The focus throughout the volume is on the tension between classroom assessment and externally mandated testing. It presents the efforts of researchers, practitioners, and policymakers to understand the impact of classroom portfolios for the assessment of writing achievement by elementary and middle grade students. Under the auspices of the Center for the Study of Writing, the editors conducted a national survey of exemplary portfolio projects, arranged for a series of "video visits," and held several working conferences. The result of this work is a broad-ranging tale: the aspirations of teachers and administrators to move the machinery of schooling in the direction of more authentic and engaging tasks, the puzzlement of students when they realize that the assignments are real and that the teacher may not have a "right answer" in mind, and the tensions between ivory-tower ideas and everyday classroom practice. Divided into four sections, this research volume: * provides a historical perspective, develops the conceptual framework that serves as a background for many activities described throughout, and discusses numerous practical issues that confront today's researchers and practitioners; * views the phenomenon of writing portfolios through a variety of broadview lenses such as teacher enthusiasm, student reflection, assessment tension, the portfolio as metaphor, and the locus of control; * conveys important conceptual issues with a balance toward pragmatics; and * offers unique insights from the perspective of one individual who serves as scholar, researcher, and teacher.