Julia wrote,
>When we apply for
> academic positions we are, essentially, putting together pieces of our
> best work that illustrates who we are. When we select a paper to submit
> for publication, etc. Is it really "us" or a "true" example of that
> research project? No, but we are constantly asked to choose pieces of "us"
> to represent the reality of us (think tenure review). I think that this
> returns to your original objection to portfolio assessment in that it is
> not a representation of reality (Or maybe I am remembering incorrectly).
> Do I have that right? I think I just slipped into semiotic territory...
>
I think that this is interesting and important point to discuss but not of
my focus. I understand that any measurement is not perfect. It is not my
point. My point that the process of registering students' mistakes and
successes as defined by the teacher has an inherently detrimental
side-effects when is taken out of the context of the activity itself. In
your examples, the participant him/herself extract often the "best" work to
impress others to get resources and support from them. It makes a huge
difference regarding power relations and consequences (however it is also
interesting to analyze).
> I have a question. What, do you feel, would be the "best" way to teach
> pre-service teachers (who are going to be required to evaluate their
> students) about evaluation and assessment?
>
I don't know about "best" ways (I always suspicious about the words like
"best" -- "best" for what and for whom?) but currently I try to simulate a
conference of stakeholders for my students to help them understand the
practice of divorced institutional assessments. I'd like to know any other
approaches.
What do you think?
Eugene