Implementation of the writing portfolio in a first grade classroom

Abstract

Teachers need an assessment tool for writing that yields more than a single score such as that produced by a standardized test. The assessment tool needs to reveal a range of skills and understandings, support instructional goals, and value student and teacher reflection. It needs to show growth and change and provide continuity in education from one year to the next. The purpose of this study was to introduce the writing portfolio assessment concept to a class of first graders to determine if this assessment tool would meet this criteria and be effective in a primary classroom. The strategies used in the assessment were observation, interview sheets, journals, and collaboration with the children in the editing and revision of their writing samples. Parent communication was also involved in the procedure. Writing portfolios proved to be effective in the growth of skill, knowledge, and confidence with the children's active participation in the evaluation process.