Teacher Education Field Experiences: Impact on Self-Esteem of Professional Year Program Interns via Electronic Portfolios

The College of Education and Human Services at Wright State University (Ohio) has been working since 1987 to develop and refine a portfolio assessment approach for use with candidates preparing for teaching as a profession. This paper documented efforts in authentic assessment as they related to PRA...

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Bibliographic Details
Main Author Ryan, Charles W
Format Report
LanguageEnglish
Published 1997
Subjects
Computer Uses in Education
Electronic Portfolios
Elementary Secondary Education
Evaluation Methods
Feedback
Informal Assessment
Performance Based Assessment
Portfolio Assessment
Portfolios (Background Materials)
Praxis Series
Self Esteem
Self Evaluation (Individuals)
Student Teacher Evaluation
Student Teachers
Student Teaching
Teacher Attitudes
Teacher Effectiveness
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Summary:The College of Education and Human Services at Wright State University (Ohio) has been working since 1987 to develop and refine a portfolio assessment approach for use with candidates preparing for teaching as a profession. This paper documented efforts in authentic assessment as they related to PRAXIS III/Pathwise Assessment, which has been adopted by the Ohio State Department of Education. As part of this assessment approach, both print and electronic portfolios for use in assessing teacher proficiency have been developed. The portfolio provides a viable procedure for documenting professional activities by entry year teachers as it relates to elements of self-concept. The print or electronic portfolio permits the teacher to document a number of successful activities that relate to the process of teaching and provide feedback to the individual that his/her efforts are worthwhile and valued within the school. Experiences in working with students, administrative feedback, and peer and parental feedback are elements that can be documented in an authentic assessment process through the portfolio. The use of the portfolio permits documentation of increased professional competence in teaching and of personal growth that reflects a positive self-esteem, and recognition of rewards that accompany the profession of teaching. (Contains 34 references.) (ND)