Negotiating Authority in Portfolio Classrooms: Teachers' Use of Assessment Theory to Critique Practice.

Robbins, Sarah; And Others

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Peer reviewed

ERIC Number: EJ507555

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0162-6620

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Negotiating Authority in Portfolio Classrooms: Teachers' Use of Assessment Theory to Critique Practice.

Robbins, Sarah; And Others

Action in Teacher Education, v17 n1 p40-51 Spr 1995

Presents a model for theoretical consideration of classroom practices by teachers themselves. An example of this interpretive process of theory informing practice, and reflection on practice then reshaping theory, is provided in this case study of two teachers who introduced portfolio reading and writing assessment programs in their secondary classrooms. (Author/SM)

Descriptors: Case Studies, Evaluation Methods, Portfolio Assessment, Portfolios (Background Materials), Power Structure, Secondary Education, Secondary School Teachers, Student Evaluation, Teacher Student Relationship

Publication Type: Reports - Descriptive; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A