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In this article we present the results of a study in which we examine our use of literacy portfolios in our elementary education methods courses through the inclusion of an external reviewer in the portfolio evaluation process. Preservice teachers at the University of Wisconsin-La Crosse are concurrently enrolled in a field-based block of three professional elementary education courses. They are required to create a literacy portfolio as a combined requirement in our two methods courses (Elementary Level Reading and Curriculum and Methods in Language Arts) in which they demonstrate and reflect upon the development of their knowledge and skills as literacy educators. Our one-semester study provided an external professional audience for the review of these literacy portfolios, and provided us new insights to improve the ways in which we evaluated these assessments.

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