Authentic Assessment of Self-Concept through Portfolios: Building a Model with Public Schools.

Teachers commonly use only two types of assessment--written examinations that test basic skills and direct observation of student learning. Both assessment procedures have been the subject of intense criticism. This study was conducted to investigate the viability of the portfolio model for authentic assessment of student growth, to analyze self-concept related teaching activities, and to develop the reflective abilities of students in grades K-6. Data were gathered from three selected public schools and teachers who implemented portfolios as part of a drug education effort. All subject areas were included in the portfolios along with accompanying documentation in the areas of self-concept growth and drug education curriculum activities. Analysis of 40 portfolios revealed that the majority of students' materials included self-concept activities and some drug education information, and that student worksheets showed completion of both drug education and self-concept learning activities. However, findings provided little evidence of student-based reflection on what the portfolio entries meant to them. Student portfolio evaluations are summarized in tabular form. (LL)