Robert Holland (2007): Problems with large-scale portfolio assessments:
- Failure to yield reliable comparative data
- Large differences in the way teachers implement portfolios
- Differences in the opportunities given to students to revise their work
- Variations in the degree of assistance that students receive from peers, parents, teachers, and other sources
- Maintain the writing portfolio assessment as part of the Commonwealth Accountability Testing System (CATS).
- Emphasize the need for district and school leadership to ensure that the writing portfolio procedures outlined in 703 KAR 5:010 and in Part 1 of the Kentucky Writing Handbook are being implemented and that teachers’ professional growth plans and performance evaluation documents address appropriate expectations for writing instruction. (LS)
- Consider ways to hold students more accountable for their writing performance (HS end-of-course? Graduation? In-class grading practices?)
- Continue to support increased state funding of the eight Kentucky Writing Project sites which provide teaches across grades and content areas with quality professional development through the month-long Summer Institutes, Saturday Mini-Conferences, and Advanced Institutes. (I)
- Consider a course in writing instruction as a condition for teacher licensing in Kentucky. (I)
- Provide writing cluster leaders, who serve as instructional leaders in their schools, with more instructional support and professional development opportunities. (I)
- Provide schools with more specific writing portfolio audit feedback and more tools for ensuring accurate portfolio scoring. (I; could be an assessment issue if portfolio writing remains in the accountability system).
- Schools must be encouraged to analyze students’ working folders across grade levels and accountability grade portfolios annually. (Program evaluation issue?)
Resolve the writing portfolio issues (see KAAC’s 2004 position paper and
Expand the use of on demand writing (at grades 3 through 12 will increase
more effective writing opportunities – discuss Elizabeth Dick’s point).