Authentic Performance Assessment: Informing Candidates, Faculty and Programs
Academic Leadership - Online Journal,
Vol. 6 No. 1 (2005): Vol-6-Issue-1-January-2005
In our quest for authentic performance assessment of our teacher education candidates, our institution
embarked on a journey to develop effective tools. This article highlights the portfolio segment of our trip.
While not a straight path, we have reflected and learned with each turn. We have arrived at a place that
we feel provides our education unit with rich data regarding the knowledge, skills, and dispositions of
Portfolios have been viewed as an authentic form of assessment and have long been created by
teaching candidates as part of the requirements of teacher education programs. According to
Campbelle, Cignetti, Melenyzer, Nettles, and Wyman (2004) a portfolio can be defined as
documentation that is organized and goal-driven proof of professional growth and competence.
Kilbane and Milman (2003) indicate the strong legacy portfolios have in both learning and teaching
experiences. Numerous authorities tout the value of portfolio development, both to the individual creator
and to outside audiences (Grant & Huebner, 1998; Lyons, 1998; Meyer & Tusin, 1999; Ryan, Cole, &
Mathies, 1997; Schulman, 1998). The process of collecting and reflecting is integral to any portfolio
process, increasing student engagement in the entire teacher education program.