Situating Portfolios: Four Perspectives

  • Writing Assessment, faculty development, faculty, Digital Research

Edited by Kathleen Blake Yancey and Irwin Weiser

CoverYancey and Weiser bring together thirty-one writing teachers from diverse levels of instruction, institutional settings, and regions to create a stimulating volume on the current practice in portfolio writing assessment. Contributors reflect on the explosion in portfolio practice over the last decade, why it happened, what comes next; discuss portfolios in hypertext, the web, and other electronic spaces; and consider emerging trends and issues that are involving portfolios in teacher assessment, faculty development, and graduate student experience.

Table of Contents

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Front Matter

Situating Portfolios: An Introduction, Kathleen Blake Yancey and Irwin Weiser

Part I: Theory and Power

Chapter 1. Reflections on an Explosion: Portfolios in the '90s and Beyond, Peter Elbow and Pat Belanoff

Chapter 2. The Lunar Light of Student Writing: Portfolios and Literary Theory, Robert Leigh Davis

Chapter 3. Rethinking Portfolios for Evaluating Writing: Issues of Assessment and Power, Brian Huot and Michael M. Williamson

Chapter 4. Kentucky's State-Mandated Writing Portfolios and Teacher Accountability, Susan Callahan

Chapter 5. Teachers and Students: Reclaiming Assessment Via Portfolios, Sandra Murphy

Chapter 6. Establishing Sound Portfolio Practice: Reflections on Faculty Development, Cheryl Evans Ause and Gerilee Nicastro

Chapter 7. Of Large-Mouth Milk Jugs, Cosmic Trash Compactors, and Renewal Machines: Reflections on a Multi-task Portfolio Assessment, Charlotte W. O'Brien

Chapter 8. Portfolio for Doctoral Candidacy: A Veritable Alternative, Janice M Heiges

Part II: Pedagogy

Chapter 9. Behind the Scenes: Portfolios in a Classroom Learning Community, Mary Ann Smith

Chapter 10. Using Portfolios to Assess and Nurture Early Literacy from a Developmental Perspective, Sandra J Stone

Chapter 11. Portfolios and Flow, Thomas Philion

Chapter 12. Producing Purposeful Portfolios, Mary Perry

Chapter 13. Building Bridges, Closing Gaps: Using Portfolios to Reconstruct the Academic Community, William Condon

Chapter 14. Portfolios in Law School: Creating a Community of Writers, Susan R. Dailey

Part III: Teaching and Professional Development

Chapter 15. Portfolios as a Way to Encourage Reflective Practice Among Preservice English Teachers, Robert P. Yagelski

Chapter 16. Teacher Portfolios: Lessons in Resistance, Readiness, and Reflection, Kathleen Blake Yancey

Chapter 17. Finding Out What's in Their Heads: Using Teaching Portfolios to Assess English Education Students-and Programs, C. Beth Burch

Chapter 18. A Different Understanding, Pearl R. Paulson and E Leon Paulson

Chapter 19. Revising Our Practices: How Portfolios Help Teachers Learn, Irwin Weiser

Part IV: Technology

Chapter 20. Wedding the Technologies of Writing Portfolios and Computers: The Challenges of Electronic Classrooms, Gail E. Hawisher and Cynthia L. Selfe

Chapter 21. A Hypertext Authoring Course, Portfolio Assessment, and Diversity, Gregory A. Wickliff

Chapter 22. Down the Yellow Chip Road: Hypertext Portfolios in Oz, Katherine M. Fischer

Chapter 23. Reflections in Reading and Evaluating Electronic Portfolios, Kristine L. Blair and Pamela Takayoshi

Chapter 24. Portfolios, WAC, Email, and Assessment: An Inquiry on Portnet, Michael Allen, William Condon, Marcia Dickson, Cheryl Forbes, George Meese, and Kathleen Blake Yancey

Works Cited

About the Editors

About the Contributors

Publication Information: Yancey, Kathleen Blake, & Irwin, Weiser (Eds.). (1997). Situating Portfolios: Four Perspectives. Utah State University Press.

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