The Benefits, Tensions, and Visions of Portfolios as a Wide-Scale Assessment for Teacher Education

Action in Teacher Education

Volumn 23, Issue 4, 2002, Pages 10-17

  Reis, Nancy K ^a   Villaume, Susan Kidd ^a  

^a AUBURN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33751231565     PISSN: 01626620     EISSN: 21586098     Source Type: Journal    
DOI: 10.1080/01626620.2002.10463083     Document Type: Article

References (18)

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3. Carroll, J. A., Potthoff, D., and Huber, T., 1996. Learning from three years of portfolio use in teacher education. Journal of Teacher Education, 47 (4): 253–262.
4. Darling, L. F., 2001. Portfolio as practice: The narratives of emerging teachers. Teaching and Teacher Education, 17 (1): 107–121.
5. Delandshere, G., 1994. The assessment of teachers in the United States. Assessment in Education, 1 (1): 95–113.
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11. Lyons, N., 1998. “ Portfolio possibilities: Validating a new teacher professionalism ”. In With portfolio in hand: Validating the new teacher professionalism, Edited by: Lyons, N., 11–22. New York: Teachers College Press.
12. Merriam, S. B., 1997. Qualitative research and case study applications in education, San Francisco: Jossey-Bass.
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14. Mokhtari, K., Yellin, D., Bull, K., and Montgomery, D., 1996. Portfolio assessment in teacher education: Impact on preservice teachers' knowledge and attitudes. Journal of Teacher Education, 47 (4): 245–252.
15. Shannon, D. M., and Boll, M., 1996. Assessment of preservice teachers using alternative assessment methods. Journal of Personal Evaluation in Education, 10: 117–135.
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