"Some teacher educators believe that students should impose their own organizational schemes on their portfolio documentation. Certainly when a portfolio is being designed solely as a marketing tool, this might be desirable. It would allow for the greatest flexibility and enhance opportunities for individuality and creativity.''

"However, when portfolios are being used by a teacher education program to focus the efforts of both faculty and students on achieving standards for professional performance, it makes more sense to organize at least most of the portfolio around the chosen standards. The easiest way for your students to do this is to divide the portfolio into labeled sections, one for each of the standards.'' (p.21)

Campbell, Melenyzer, Nettles, & Wyman (2000). Portfolio and Performance Assessment in Teacher Education. Boston: Allyn & Bacon.

Connie Swiderski e­mail: cswiderski@esc11.net

Education Service Center Region XI

Technology Applications Teacher Certification ­ http://www.edtech.esc11.net/tatc

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