This article reports findings from an action research project investigating the impact creating writing portfolios has on preservice teachers' understanding of writing portfolio assessment. Participants included 92 preservice teachers enrolled across four different sections of an introductory literacy class. Data sources included: preservice teacher writing portfolios and reflective statements on portfolios; and a Likert style survey designed to collect item response and personal comment data on preservice teacher growth and development with writing portfolio assessment. Data-analysis focused on identifying recurring patterns of student responses in reflective statements on writing portfolios and in-survey questions and comments. Findings indicate that active engagement with writing portfolios significantly and positively influence preservice teachers' competence in and confidence with writing portfolio assessment. Implications are identified and curious issues and lingering questions are discussed.
Bintz, W., & Shake, M. (2005). From University to Classrooms: A Preservice Teachers' Writing Portfolio Program and its Impact on Instruction in Teaching Strategies for Writing Portfolios in the Classroom. Reading Horizons: A Journal of Literacy and Language Arts, 45 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol45/iss3/4