Teacher Portfolios: An Effective Way to Assess Teacher Performance and Enhance Learning

Childhood Education

Volumn 80, Issue 4, 2004, Pages 198-201

  Xu, Yaoying ^a  

^a UNIVERSITY OF NEVADA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77955076404     PISSN: 00094056     EISSN: 21620725     Source Type: Journal    
DOI: 10.1080/00094056.2004.10522231     Document Type: Article

References (10)

1. Bergen, D., 1993/1994. Authentic performance assessments. Childhood Education, 70: 99–102.
2. Decker, C. A., and Decker, J. R., 2001. Planning and administering early childhood programs, Upper Saddle River, NJ: Prentice Hall.
3. Fetterman, D. M., 1994. Empowerment evaluation. Evaluation Practice, 13: 1–15.
4. Gelfer, J. I., and Perkins, P. G., 1996. A model for the preparation of portfolio assessment in early childhood education programs. Early Childhood Education Journal, 21: 5–10.
5. Klecker, B. M., 2000. Content validity of preservice teacher portfolios in a standards-based program. Journal of Instructional Psychology, 27 (1): 35–38.
6. Scriven, M., 1996. Types of evaluation and types of evaluator. Evaluation Practice, 17 (2): 367–382.
7. Shadish, W. R., 1994. Need-based evaluation theory: What do you need to know to do good evaluation?. Evaluation Practice, 15 (3): 347–358.
8. Stiggins, R., 1991. Assessment literacy. Phi Delta Kappan, 72: 534–539.
9. Stone, S. J., 1995. Portfolios: Interactive and dynamic instructional tool. Childhood Education, 71: 232–234.
10. Wortham, S. C., Barbour, A., and Desjean-Perrotta, B., 1998. Portfolio assessment: A handbook for preschool and elementary educators, Olney, MD: Association for Childhood Education International.