Preservice Methods Students' Response to a Performance Portfolio Assignment.

A study examined items selected by preservice teachers for inclusion in an assigned portfolio. Twenty-nine third-year and twenty-eight fourth-year preservice elementary school teachers in a science methods course were asked to complete portfolios that reflected course competencies. Seven items, on average, were selected by each cohort, with 76% of the third-year (winter semester) preservice teachers selecting a group concept map to illustrate the relationship between professional development and teaching standards. Fourth-year (fall semester) students also selected seven items, with lesson plans being the item most often selected. Selections from portfolio comments show the differing approaches of these students. Results show that the assignment of portfolio development allows preservice science teachers flexibility in documenting their learning. Even when subjects selected the same artifact, the meaning could be quite different. (Contains 2 tables and 13 references.) (SLD)