Extends an earlier study of the knowledge and use of literacy portfolios as an assessment tool among educators. Finds that familiarity with portfolios has grown. Finds a decline in practical problems with portfolio use but a continued concern with planning, managing, and organizing portfolios. (RS)

A portfolio approach to classroom literacy assessment offers a different way to evaluate and document students' growth and progress in literacy. Portfolios place a high premium on using a variety of real literacy activities over a period of time which involves the interaction of teachers and students in the development and maintenance of the…

A study examined the views of education professionals toward four aspects of portfolio assessment: general knowledge, theoretical bases, contents, and practical problems. Subjects, 128 elementary teachers, secondary teachers, special reading teachers, and administrators attending a June 1990 reading workshop, completed a survey. Results indicated…

A study compared results of a 1990 survey of educators to determine growth in knowledge and use of portfolio assessment. The study aimed to report the reactions and feelings of educators who use or may plan portfolios. A total of 173 educators from Illinois enrolled in a literacy workshop sponsored by a midwestern reading association answered a…

A study extended two earlier studies and collected additional information from educators regarding their perceptions about the use of portfolios to assess literacy development. Subjects, 140 elementary teachers, secondary teachers, administrators, and English-as-a-Second-Language teachers who participated in a week-long literacy workshop in the…

Extends earlier studies that surveyed educators about their use of and reaction to classroom literacy portfolios. Finds that a growing number of professionals are actually using portfolios. Finds also that educators agree that portfolios should be used for assessment purposes in the language arts and to help place individual students in special…