Green Squiggly Lines:
Electronic Portfolios: Macro-level Reading, Responding, and Evaluating
A vision of the evaluation
of student writing in computer-mediated environments as intimately connected
with what the student text does rather than what the student text lacks would
seem to require a micro-level approach to student writing. The Online Learning
Record developed by M.A. Syverson (2000) at the University of Texas presents
one of the most extensive examples of electronic portfolios relying on descriptive
evaluations as the basis for course-based assessments of student performances.
follows sound practices that have grounded research across many disciplines, from biology to economics to anthropology:
The first two steps of the
Online Learning Record, in fact, stress the importance of a descriptive form
of evaluation: "observation" and the "gathering of data."
This material is then interpreted by both the student composing the portfolio
(self-reflection) and by peers (distribution). While the self-reflective aspect
of Syverson's Online Learning Record clearly relates to traditional work in
portfolios (Belanoff and Dickson, 1991), Syverson traces her work to the K-12
assessment materials of Myra Barrs and Mary Barr.