Portfolio Bibliography
Belanoff, Pat, and Marcia Dickson, ed. 1991. Portfolios: Process and Product. Portsmouth, NH: Heinemann.
This text examines portfolio assessment, both theoretically and practically and analyzes political issues and large-scale assessments.
Black, Laurel, Donald Daiker, Jeffrey Sommers, and Gail Stygall, ed. 1994. New Directions in Portfolio Assessment: Reflective Practice, Critical Theory, and Large-Scale Scoring. Portsmouth, NH: Heinemann.
Peter Elbow, Tom Romano, Sandra Murphy, Chris Anson, Kathleen Blake Yancey, Brian Huot, and others describe their philosophies, research, and teaching strategies with portfolios. The editors describe their own Ohio study of portfolios.
Calfee, Robert, and Pam Perfumo. 1996. Writing Portfolios in the Classroom. Mahwah, NJ: Lawrence Erlbaum Associates.
Various authors describe portfolio research studies and the connection of portfolios to assessment.
Cooper, Charles R., and Lee Odell, ed. 1999. Evaluating Writing: The Role of Teachers’ Knowledge about Text, Learning, and Culture. Urbana, IL: National Council of Teachers of English.
This book provides an overview of many types of writing evaluations; one chapter focuses on assessing portfolios, and another chapter addresses creating a climate for portfolios.
Gill, Kent, ed. 1993. Process and Portfolios in Writing Instruction. Urbana, IL: National Council of Teachers of English.
In the first half of the book, various authors describe teaching strategies such as motivation and revision; in the second half, authors critique portfolio problems and misuses.
Glazer, Susan Mandel, and Carol Smullen Brown. 1993. Portfolios and Beyond: Collaborative Assessment in Reading and Writing. Norwood, MA: Christopher-Gordon Publishers, Inc.
The two authors describe techniques for assessing classroom environments, writing, comprehension processes such as think-alouds, and the entire portfolio. They also discuss how to provide assessment results to administrators.
Good, Tina LaVonne, and Leanne B. Warshauer, ed. 2000. In Our Own Voice: Graduate Students Teach Writing. Boston: Alyn and Bacon.
This text covers a variety of teaching assistant issues; one chapter describes holistic grading and the use of portfolios in writing instruction.
Graves, Donald, and Bonnie Sunstein. 1992. Portfolio Portraits. Portsmouth, NH: Heinemann.
Teachers at various grade levels describe their use of portfolios. While some examples are at the elementary or secondary level, Elizabeth Chiseri-Strater describes a college sophomore portfolio.
Hamp-Lyons, Liz, and William Condon. 2000. Assessing the Portfolio: Principles for Practice, Theory, and Research. Cresskill, NJ: Hampton Press.
This book analyzes the role that portfolios can play in evaluation by discussing classroom, departmental, and program assessments.
Hewitt, Geof. 1995. A Portfolio Primer: Teaching, Collecting, and Assessing Student Writing. Portsmouth, NH: Heinemann.
Hewitt describes Vermont’s portfolio-based assessment program, the first statewide student portfolio project.
Hill, Bonnie Campbell, and Cynthia Ruptic. 1994. Practical Aspects of Authentic Assessment: Putting the Pieces Together. Norwood, MA: Christopher Gordon, Inc.
Examples of portfolio checklists and logs are included in this hands-on interdisciplinary book.
Indrisano, Roselmina, and James R. Squire, eds. 2000. Perspectives on Writing: Research, Theory, and Practice. Newark, DE: International Reading Association.
While the book presents a variety of theoretical and practical implications of writing, one chapter specifically focuses on the use, authenticity, and evaluation of portfolios.
Martin-Kniep, Giselle, with Diane Cunningham, and Diane Muxworthy Feige. 1998. Why Am I Doing This?: Purposeful Teaching Through Portfolio Assessment. Portsmouth, NH: Heinemann.
Teachers describe their own change process as they implemented portfolios. Rubrics are provided for each level of the portfolio: exemplary, developed, emerging, and undeveloped.
Murphy, Sondra, and Mary Ann Smith. 1991. Writing Portfolios: A Bridge form Teaching to Assessment. Markham, Ontario: Pippin Publishing.
These authors describe how to help students see the purpose of portfolios, determine appropriate writing selections, and develop self-evaluation criteria. This is an easily readable text aimed at novice portfolio teachers.
Porter, Carol, and Janell Cleland. 1995. The Portfolio as a Learning Strategy. Portsmouth, NH: Boynton/Cook Heinemann.
The authors provide a rationale for portfolios, describe possible portfolio contents, and analyze potential assembly and assessment issues.
Purves, Alan C., Sarah L. Jordan, and James H. Peltz, eds. 1997. Using Portfolios in the English Classroom. Norwood, MA: Christopher-Gordon Publishers, Inc.
Various teachers discuss what they and their students learned from using portfolios; chapters include such topics as building a portfolio structure, designing the showcase portfolio, using portfolios as goal-setting instruments, creating a departmental portfolio program, and composing CD portfolios.
Reynolds, Nedra. 2000. Portfolio Keeping: A Guide for Students. Boston: Bedford/St. Martin’s.
This small paperback text (53 pages) describes how to organize, compile, and assess portfolios. It includes chapters on reflection, peer response, revisions, and other portfolio considerations.
Stefanakis, Evangeline Harris. 2002. Multiple Intelligences and Portfolios: A Window into the Learner’s Mind. Portsmouth, NH: Heinemann.
The author provides concrete ideas of ways to integrate Gardner’s theory of multiple intelligences into the collection and analysis of student work in comprehensive portfolios.
Student Portfolios. 1993. West Haven, CT: NEA Professional Library.
This book features stories from six teachers (grades K-12) about different variations on using portfolio assessment. Though not oriented to the college level, it contains many adaptable ideas and examples of forms (e.g. for student self-evaluation and portfolio reader/teacher feedback) that may be useful to college instructors.
Sunstein, Bonnie S., and Jonathan H. Lovell, ed. 2000. The Portfolio Standard: How Students Can Show Us What They Know and Are Able to Do. Portsmouth, NH: Heinemann.
The first half of the book includes chapters from teachers describing their students’ portfolio-keeping experiences; the second half includes educators’ views of how to use portfolios for assessment.
Tchudi, Stephen, ed. 1997. Alternatives to Grading Student Writing. Urbana, IL: National Council of Teachers of English.
This is a collection of 19 essays (with an additional section called “Faculty Workshops in Alternatives to Grading Student Writing”) that came out of the NCTE Committee on Alternatives to Grading Student Writing. Its premise is that “assessment, along with cultivated response, is the most useful kind of information that writers can receive” (xv), and portfolios figure prominently in a number of the approaches discussed in the book to provide that assessment and response to developing writers.
Tierney, Robert J., Mark A. Carter, and Laura E. Desai. 1991. Portfolio Assessment in the Reading-Writing Classroom. Norwood, MA: Christopher-Gordon Publishers, Inc.
The authors describe the philosophy underlying portfolios and discuss portfolio conferences, student self-assessment, and anecdotal record keeping.
Yancey, Kathleen Blake. 1992. Portfolios in the Writing Classroom: An Introduction. Urbana, IL: National Council of Teachers of English.
For novice portfolio teachers at the secondary and college levels, this book is a good introduction to the advantages, disadvantages, philosophies, and strategies of using portfolios.
Yancey, Kathleen Blake. 1998. Reflection in the Writing Classroom. Logan, UT: Utah State University Press.
Yancey discusses various reflection issues such as content, identity, placement, and assessment.
Yancey, Kathleen Blake, and Irwin Weiser, ed. 1997. Situating Portfolios: Four Perspectives. Logan, UT: Utah State University Press.
The four perspectives included in this book are theory and power, pedagogy, teaching and professional development, and technology. The first two sections describe student portfolios, the third section looks at teacher portfolios, and the last section includes five chapters on electronic portfolios.