Never Cry Wolf

As teachers of writing, how do we evaluate student work over the course of a composition class? The typical answer is, we take each paper, grade them, and hand them back with feedback for what to do next time. The process may or may not include drafting or revision. With this system, it's hard to assess just how much a given student has learned over time. Using portfolio assessments is probably a better method for this kind of long-term evaluation, and I fully intend to use them for any writing class I might teach, whether it's creative or expository.

But what type of portfolio is the best to use? Kenneth Wolf, in his article "Portfolio Purposes and Possibilities" (gotta love that alliteration!) says there are three main types of portfolios: the ownership portfolio, which emphasizes student choice; the feedback portfolio, which is an ongoing record of the learning process; and the accountability portfolio, which is used for large-scale assessment. Each type has its own strengths and weaknesses, so each one is best suited for different, specific purposes.

The portfolio should be used in accordance with class objectives. Were I to teach a creative writing class, I think the ownership portfolio is the way to go, because I want to foster students' ability to assess themselves and experience several different forms and genres of creative writing. For an expository composition class, I'd definitely go with the feedback portfolio. It's the best way to document students' progress as writers, keep an open dialogue with them about their writing, and tailor instruction to meet their individual needs.

The accountability portfolio has its own merits, but not so much within an actual classroom. Rather, it can be used for large-scale student and program assessment - the state of Kentucky, for example, uses portfolio assessments to evalute students' abilities to meet statewide and national standards for writing. It would be great if other states would start to follow that lead, since portfolios provide a much better picture of student writing than standardized tests, but I don't see it happening anytime soon.

Even though I am absolutely pro-portfolio, it's important to keep in mind Wolf's warning: they are "a means, not an end...portfolios are only as good as the curriculum and instructional opportunities afforded to students." Simply having students do portfolios isn't a substitute for engaging and effective teaching, but it can be a valuable component if implemented with care and with a specific purpose.

This week's resource link is to the Center for Teaching, Learning, and Technology's website. On this page, there are multiple links to examples of student portfolios, both print-based and electronic.