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Conference Paper
The Application of Student Portfolios in Primary/Intermediate and Self-Contained/Multi-Age Team Classroom Environments: Implications for Instruction, Learning, and Assessment
Available from: ERIC
Annual Meeting of the American Educational Research Association
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Abstract/Notes: Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios, and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary versus intermediate) and classroom environment (self-contained versus multiage/teaming). Teachers for kindergarten through grade 5 in 3 elementary schools (n=314) completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine patterns of portfolio use, a subset of 44 teachers was interviewed to explore teacher perceptions about the impact of student portfolios on themselves and their students. Results suggest that these teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio). (Contains 7 tables and 14 references.) (Author/SLD)
Language: English
Published: Montreal, Canada, Apr 19-24, 1994
Article
Formen der Leistungsbeurteilung in der Montessorischule Bonn-Dottendorf [Forms of performance assessment in the Montessori school Bonn-Dottendorf]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 35, no. 2
Date: 1997
Pages: 88-91
Europe, Germany, Montessori method of education - Evaluation, Montessorischule Bonn (Germany), Western Europe
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Abstract/Notes: Montessorischule Bonn in the Dottendorf neighborhood of Bonn, Germany.
Language: German
ISSN: 0944-2537
Article
Montessori Approach to Assessment and Reporting
Publication: Montessori Australia eArticle, vol. 2010, no. 1
Date: 2010
Montessori method of education - Evaluation
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Language: English
Article
Learning and Assessment
Publication: Montessori Life, vol. 8, no. 4
Date: 1996
Pages: 9
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Abstract/Notes: Draft AMS position paper
Language: English
ISSN: 1054-0040
Article
Performance Assessment: A Technique to Support Elementary Interns
Publication: The National Montessori Reporter, vol. 27, no. 2
Date: 2003
Pages: 20–24
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Language: English
Article
Montessori Assessment: Asset or Hazard?
Available from: ERIC
Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 1, no. 1
Date: Winter 1993
Pages: 3
Americas, Montessori schools, North America, Public Montessori, United States of America
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Abstract/Notes: Includes sidebar: Informal Assessment: Best for Montessori.
Language: English
Article
Student-Faculty Ratio in the Montessori Classroom: A Nuanced Assessment
Publication: Montessori Leadership
Date: 2004
Pages: 26–28
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Language: English
Book Section
Assessment in Montessori Education
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 219-229
Academic achievement, Assessment, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation
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Abstract/Notes: Educational researchers are increasingly focused on evidence-based and holistic classroom assessment practices that encompass the teacher’s understanding of clear purposes and targets for assessment, as well as appropriate methodologies to yield accurate results and improve outcomes for all children. Montessori educators’ child-centered approach to observing and documenting children’s learning are aligned with formative-assessment practices like portfolios, which are assessments that take place throughout the learning process and which researchers are showing yield strong benefits for student learning. In addition, Montessori learning materials contain elements of embedded assessment designed to give evaluative feedback directly to the student as a natural part of the learning process. This chapter provides an overview of Montessori classroom assessment, discusses observation as the integral assessment strategy in Montessori education, assessment embedded in Montessori materials, and outlines current directions in Montessori assessment.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Article
The Montessori Paradigm for Administrators Linking Personal Development and Assessment
Publication: AMI/USA News
Date: Oct 1991
Pages: 3–4
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Language: English
Report
The Longitudinal Assessment Study (LAS): Eighteen Year Follow-Up. Final Report.
Available from: ERIC
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Language: English
Published: Portland, Oregon, 2003