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020			_a9780871202901
040			_cKrishna
082	0	0	_a371.39 DAN
100	1		_aDanielson, Charlotte.
245	1	3	_aAn introduction to using portfolios in the classroom / _c Charlotte Danielson, Leslye Abrutyn.
260			_aAlexandria, Va., USA : _bAssociation for Supervision and Curriculum Development, _c1997.
300			_aviii, 75 p. : _bill. ; _c23 cm.
504			_aIncludes bibliographical references
520			_aThis guide is a useful resource for educators who would like to begin using portfolios in the classroom. The three major types of portfolios are working portfolios (collections of work in progress), display portfolios (also called showcase or best works), and assessment portfolios. These types are distinct in theory, but tend to overlap in practice. Once the purpose of the portfolio has been determined, the steps in the portfolio development process are: (1) collection; (2) selection; (3) reflection; and (4) projection. Projection, in the portfolio process, means looking ahead and setting goals for the future. Portfolios are best used in the classroom when they are used as a stimulus for students to produce imaginative and creative work, and when students are encouraged to analyze their own progress and to produce answers to open-ended questions. There are many logistical challenges to the use of portfolios, and it is essential not to undermine their instructional benefits by using them prematurely for high-stakes assessment. Many of the assessment tasks of portfolios can be achieved through well-designed performance tasks. It is the collection and reflection aspects of portfolios that make them such a valuable assessment tool. Some practical suggestions are offered for portfolio management. (Contains 8 figures and 58 references.)
650		0	_aPortfolios in education _zUnited States.
650		0	_a Problem-based learning.
700	1		_aAbrutyn, Leslye.
942			_2ddc _cBK