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Teacher Electronic Portfolios
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Author(s): Susan Slick (University of Wisconsin – Stevens Point, USA)and Patricia A. Shaw (University of Wisconsin – Stevens Point, USA)
Copyright: 2009
Pages: 8
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch299
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Abstract
Over time, student and teacher portfolios have taken several forms for a variety of purposes. Initially, portfolios were created in many educational settings to document learning. Portfolios were used as one means of assessment in course work or for senior graduation exhibitions. As calls for educational reform continued to be heard in forums ranging from local school board offices to the Oval Office, teacher accountability has become an issue of paramount importance. Parents and politicians alike want assurance that the most competent teachers are providing quality educational experiences for students. Thus, teacher assessment has become a “hot” political topic throughout our country. In the last five years, teacher education programs across America have required that student teachers create portfolios as evaluation instruments to address the often-mandated INTASC (Interstate New Teacher Assessment and Support Consortium, 1987) principles required of all education majors prior to obtaining teacher certification and licenses.
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