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- ISSN: 0007-8204
- E-ISSN: 1943-2216
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Portfolio-Based Assessment and Professional Development
- Source: English Education, Volume 32, Issue 1, Oct 1999, p. 16 - 33
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- 01 Oct 1999
Abstract
Focuses on the way norming sessions can function as sites of professional development that generate both individual classroom-based inquiry and group inquiry among teachers. Explores the effect of a site-based and rhetorically based model of assessment that attempts to engage teachers in continuous collaborative inquiry directly related to their teaching.
© 1999 by the National Council of Teachers of English