Portfolio Assessment [electronic resource] : A Collaboration Model to Tightly Couple Student Outcomes with Learning Experiences in the Graduate Program / Barbara Gottesman and Celestine Villa.
This paper describes the portfolio assessment system used in the master's degree program in educational leadership at San Jose State University, California. For the past 10 years students have demonstrated competence with a portfolio exhibition instead of written or oral comprehensive examinati...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2001.
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MARC
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| 100 | 1 | |a Gottesman, Barbara. | |
| 245 | 1 | 0 | |a Portfolio Assessment |h [electronic resource] : |b A Collaboration Model to Tightly Couple Student Outcomes with Learning Experiences in the Graduate Program / |c Barbara Gottesman and Celestine Villa. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2001. | ||
| 300 | |a 15 pages. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Assessment Conference of the American Association for Higher Education (Denver, CO, June 23-27, 2001). |5 ericd. | ||
| 520 | |a This paper describes the portfolio assessment system used in the master's degree program in educational leadership at San Jose State University, California. For the past 10 years students have demonstrated competence with a portfolio exhibition instead of written or oral comprehensive examinations. The five major concepts for the program reflect the faculty's best thinking about deeper understandings and habits of mind necessary for theory and practice in educational leadership. The themes are: (1) administrative concepts and management strategies; (2) the role of schooling in a democratic society; (3) building equity in divers communities; (4) managing and leading change; and (5) research and reflection on practice. The evidence that the student must present in the final portfolio must show deep understanding of the major concepts of the program through evidence in each concept from class discussions, courses, readings and texts, simulations, case studies, learning experiences with peers in and out of class, and the demonstration of the transfer of theory to practice at a work site or in the student's profession. The portfolio was introduced in the first course of this 2-year program and each course allows students time to build portfolios. The portfolio is also related to California's two-tier credential structure in school administration. (SLD) | ||
| 650 | 1 | 7 | |a Graduate Students. |2 ericd. |
| 650 | 0 | 7 | |a Graduate Study. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Instructional Leadership. |2 ericd. |
| 650 | 0 | 7 | |a Masters Programs. |2 ericd. |
| 650 | 0 | 7 | |a Outcomes of Education. |2 ericd. |
| 650 | 1 | 7 | |a Portfolio Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Portfolios (Background Materials) |2 ericd. |
| 650 | 1 | 7 | |a Student Evaluation. |2 ericd. |
| 700 | 1 | |a Villa, Celestine. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED457789.pdf |z Full Text (via ERIC) |
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