Why Are Portfolios An Appropriate Learning and Assessment Tool in the SIUC Teacher Education Program?
A beneficial and an accurate assessment and measurement of performance has always been a major concern of educators. Standardized instruments may not accurately and effectively measure what teacher candidates are taught and learn. This is often the case in terms of how authentically a standardized instrument measures the relationship between course/classroom performance and performance in the real classroom situation. To more closely approximate real performance, many college/university courses and/or programs are beginning to use portfolio assessment to document learning and growth in learning over time. According to Gillman (1992-1993) it is very clear that teaching is too complex an activity to be assessed with tests alone. He suggests that we need additional assessment techniques to determine whether that knowledge is reflected in appropriate teaching behaviors. The portfolio is a more authentic way of evaluating and establishing teacher candidate progress throughout the learning p
