Portfolios as Substitute for Proficiency Examination… Elbow & Belanoff

29 Oct

Elbow and Belanoff reflects on their use of portfolio to assess students’ proficiency in FYC. 

E&B talk about how there are multiple stakeholders in this kind of assessment beyond the individual student: the teacher of the FYC class and other “judges” who offer a simple binary evaluations on the portfolio (pass/fail). These roles are interesting particularly because the judge’s role is not to offer assessment for learning, but simply to give a grade. The teacher’s role is to either accept or deny this judgement and to offer help to the student. What I found interesting, was the emphasis on collaboration–E&B mention how this collaboration is the central advantage to this kind of assessment.

They discuss how the students’ focus on the “likes” and “wants” of the teacher is de-emphasized because the evaluation is distributed across multiple stakeholders. The “likes/wants” of the teacher are now in dialog with other collaborators and an evaluation is made by a community of readers than one individual to another individual. 

1 Comment

Posted by on October 29, 2013 in Uncategorized


One response to “Portfolios as Substitute for Proficiency Examination… Elbow & Belanoff

  1. amypiotrowski

    October 29, 2013 at 3:59 pm

    The Hamp-Lyons and Condon chapter also encourages teaches to have conversations about writing, about their expectations, and about assessment. It sounds like the chapter that you read argues that students should be part of these conversations as well. How can we start these conversations? How do we have these conversations with students in an environment that expects teachers to be both coach helping the student and judge giving the final pass or fail? Can we successfully separate response and evaluation?


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