The validity of a portfolio approach to instruction and assessment in writing in the primary school

摘要: Assessment is widely recognised as being inherent in quality teaching and learning at all levels of education (NCCA, 1993, 1999). In recent years the emphasis on assessment has shifted from mainly summative functions to for formative purposes or (Resnick Resnick, 1992). This period also seen a shift away use standardised measures achievement towards broader concept authentic performance which portfolio emerged dynamic tool locus reflective practice (Black et al., 1994). study examines strategies attitudes three teachers classes junior infants, third-fourth, fifth respectively, greater Dublin area writing through their engagement with portfolios children’s creative written work. Data was collected five methods: (i) semistructured interviews teachers; (ii) pupils’ assembled over two-year period; (iii) open-ended pupil questionnaires; (iv) test reading achievement; (v) observation classroom practice. Within collections models were studied: working portfolios, documentary showcase (Forster Masters, 1996). Selected work analysed by qualitative means evidence process, teachers’ instructional including o f feedback assessment. Pupil questionnaires captured student reflections illustrated metacognitive knowledge relation writing. A framework based Arts PROPEL Harvard University (Winner, 1991) used assess holistically. The provides validity approach teaching, primary school. support view that effective complex interactive not dependent particular method (e.g., ‘process’ ‘skills-based’), but contingent upon several factors. Critical teaching-assessing process establishment clear criteria context raises issues preservice inservice teacher influence school climate ongoing development. concludes comprehensive review implications these findings practice, education, further research.