Portfolios as a qualitative writing assessment technique in a first grade classroom

Writing is a process. To assess involvement in a process, it needs to be described. Therefore, qualitative assessment needs to be applied. Portfolios, supported by other descriptive techniques, can be used not only to assess children\u27s writing progress and instructional needs but to connect instruction and assessment. A collection of writing exhibits in a portfolio collected over time can show children, their teachers, and their caregivers progress and can assist them in setting goals for language activity and instruction in the future. Use of qualitative assessment rubrics, surveys, and parental involvement in the process of self-assessing are techniques from which instruction can come. Writing portfolios were implemented in a first grade classroom. Three writers were focused on as they developed their writing portfolios. Selections included analysis from the teacher and parents, and self-reflections from the students. As the students examined their writings, they began to understand their progress, instructional needs, and set goals for future writings