Writing portfolios in a resource room

Much attention has been given to the issue of assessing students\u27 writing. The trend to view writing as a process has prompted educators to use qualitative assessment techniques to describe children\u27s writing progress and instructional needs. The writing portfolio, one qualitative technique, provides an ongoing assessment that can be used throughout the year and extended throughout the school career of the child. In portfolio development, students can be actively involved in reflecting on their approach to the writing process and can, in collaboration with the teacher, set goals for future learning. Therefore, this type of assessment closely connects instruction and assessment. This paper will discuss how writing portfolio assessment was implemented into a fourth grade resource classroom. Three students were the focus of this project. Their progress as writers was traced as they conferenced with their teacher in selecting exhibits for portfolios, reflecting on their progress, and setting goals for future learning