Standards, Critical Literature, and Portfolio Assessment: An Integrated Approach to Critical Pedagogical Development

Abstract

The establishment of the National Board for Professional Teaching Standards (NBPTS) in 1987 and the Interstate New TeachersAssessment and Support Consortium (INTASC) in 1992 called for the development of performance-based assessment and resultedin a portfolio assessment system in the Midwestern University where I prepare secondary classroom teachers. I was completingmy dissertation during the time this portfolio assessment system was being designed by professors who had never used portfolioassessment in their teaching. I was hired just in time for the initial implementation with my students who, also, had no experiencewith portfolios unless they were majoring in music education. For many preservice teachers, a vision of standardization cameto mind as they prepared to submit their portfolios for evaluation in the spring of 2001 and 2002.