A r c h i v e d  I n f o r m a t i o n

Teacher Power: OWNING AN ASSESSMENT SYSTEM

Vermonters are known for their independence, and the state's teachers fully demonstrated this by rejecting outside models for a state assessment system. Wary of typical competency tests that set minimums, they decided to design their own assessment system that would make students and teachers stretch. Thus evolved Vermont's portfolio assessments, now a model for teachers, researchers, and policymakers around the country. The state's plan "is child- centered, authentic, and driven by the needs of Vermont," said Ellen Thompson, a writing portfolio assessment network leader.

Teachers worked a full year (1989-90) to sketch the outlines of the program and have been filling them in ever since with more and more reliable rubrics and scoring. An on-demand writing assignment is being used as a check on the portfolio assessments, but it probably will be phased out. The scoring became a professional meeting place for teachers. "I would put pieces of writing on the overhead and hand out bundles of writing to discuss with teachers," said Thompson. "They would score and discuss; they often didn't agree on scores, so that produced more discussion." During this process, teachers gradually developed an ability to understand and agree upon a definition of best work by students.

The portfolios have an important side benefit, Thompson added. "We spend more time presenting portfolios to parents than we ever did handing out report cards. We let parents know what we think is important."

***last updated 5/18/94 (pkickbush)***
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Teacher Power: DESIGNING A STUDENT-CENTERED SCHOOL Table of Contents Teacher Power: LETTING STUDENTS SOAR THROUGH THE NETWORKS