The Whole Story: Teachers Talk About Portfolios

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What happens when students are allowed to tell the whole story about their learning—when their accomplishments are not defined solely by a standardized test?

In The Whole Story: Teachers Talk About Portfolios, 11 teachers describe the advantages and complexities of using portfolios as a way to evaluate and promote student achievement.

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What happens when students are allowed to tell the whole story about their learning—when their accomplishments are not defined solely by a standardized test?

In The Whole Story: Teachers Talk About Portfolios, 11 teachers describe the advantages and complexities of using portfolios as a way to evaluate and promote student achievement. Each author offers a compelling look at how students learn to reflect on their work and make judgments about quality. At the same time, the teachers must make judgments about how well the portfolio system is working.

Excerpts from The Whole Story

“Portfolios That Make a Difference: A Four-Year Journey,” by Judith Ruhana, The Quarterly, Fall 2001.

“The Birth and Death of Portfolio Assessment,” by Pauline Sahakian, The Quarterly, Winter 2002

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