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Basic Writing and Service-Learning Teaching Reading in Basic Writing Trends Shown in the CBW Survey of Basic Writing Programs
Collaborative Practices
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Selected Annotated BibliographySelect Annotated Bibliography Most of the information I found dealt with the portfolio as an assessment tool, not as a placement tool. However, I believe that it is vitally important to know how an assessment tool works, what critiques are levelled against the assessment and what the advantages of the assessment are if one is to use the assessment to then pass on decisions about placement. As such, I have included in this bibliography a sample of the many books and articles available that analyze portfolios as assessment tools as well as the major study from the University of Michigan that describes the portfolio’s use as a placement tool. Callahan, Susan. “All Done with the Best of Intentions: One Kentucky High School After Six Years of State Portfolio Tests.” Assessing Writing. 6.1 (1999): 5–40. Print. This article analyzes the effect of statewide portfolio assessments in the state of Kentucky. It is one of several studies that looks into this program and has been extensively cited in the debate over portfolios as assessment tools. Freedman, Sarah Warshauer. “Linking Large-Scale Testing and Classroom Portfolio Assessments of Student Writing.” Educational Assessment 1.1 (1993): 27. Psychology and Behavioral Sciences Collection. Web. 19 Apr. 2011. This study shows the effects of portfolio assessments in the United Kingdom and compares portfolios as assessment tools to large scale tests, similar to American high stakes tests, for reliability and validity of scores. Hamp-Lyons, Liz, and William Condon. Assessing the Portfolio: Principles for Practice, Theory, and Research. Cresskill, N.J: Hampton Press, 1999. Print. This book details the way in which portfolios can be used to assess student writing. It gives clear and useful information to consider both for teachers and administrators. Koretz, Daniel.”Large-scale portfolio assessments in the US: Evidence pertaining to the quality of measurement. “ Assessment in Education 5.3 (1998): 309–334. Web. 9 May. 2011. This study analyzes issues of validity and reliability in scoring portfolio assessments at a time when this method of assessment was becoming increasingly popular in American secondary schools. It would be useful to look at the issues raised in this article and compare them to one’s own institution’s use of portfolio assessments to see if one’s program suffers from the same issues or if it has overcome the challenges of large-scale portfolio assessment. O’Neill, Peggy, Cindy Moore, and Brian A. Huot. A Guide to College Writing Assessment. Logan, Utah: Utah State University Press, 2009. Print. This book provides instruction on using portfolios as assessment for student writing at the college level and insight into issues with assessment in general, including reliability and validity. It also includes sections on assessment theory and the history of writing assessment. It is designed for those content area professors and for administrators who, while they might be experts in their disciplines, want more information on the pedagogy of assessment. Willard-Traub, Margaret, Emily Decker, Rebecca Reed, and Jerome Johnston. “The Development of Large-Scale Portfolio Placement Assessment at the University of Michigan: 1992–1998.” Assessing Writing. 6.1 (1999): 41–84. Print. This study analyzes the use of portfolio assessments as a tool for placing incoming students in composition classes. The study details how the program was put into place and how this method of placement compared to time essays as placement tools. By Sarah Olson and Debra Touchette, for Karen Uehling’s ENGL 563, Spring 2011 |