Self-Portrait of a Child: Portfolios as a Means of Self-Assessment in Preschool and Primary School.

N

11

Early Childhood Education; Evaluation Methods; Foreign Countries; Informal Assessment; Performance Based Assessment; Portfolio Assessment; Self Evaluation (Individuals); Student Evaluation

Documentation and assessment are important elements in securing continuity, progress, and flexibility in the teaching and learning of young children. This article explores the first year of portfolio assessment in a kindergarten in Finland, asking such questions as: (1) What are portfolios and why are Taija (one particular student), her peers, teachers, and parents so enthusiastic about them? (2) How do children's portfolios reflect their individual growth, development and learning? (3) What is their influence on the children's self-knowledge? (4) Do the portfolio activities enhance a holistic learning environment? The article begins by defining "portfolio," which is a purposeful documentation and selection of a child's work that demonstrates progress over time. It discusses the advantages of portfolios, including their flexibility and individuality, and then provides some examples of information which may be included in a student's portfolio. It then provides a table listing the many functions served by this kindergarten's "albums of growth," including self-knowledge, interaction among children, parental participation, and teacher knowledge of students, especially during the transition from kindergarten to elementary school. The remainder of the article presents examples of these various functions at work within this classroom, including quotes from students. Contains seven references. (EV)

1997

ED403058