Three years ago, the mathematics teachers from grades 4-12 in our school met for two weeks during the summer for an in-service program related to assessment and decided to begin using portfolios with our students in the fall. I was enthusiastic, although I had no idea at that time how drastically my approach to assessment—and to teaching in general—would change a a result of the portfolio decision.
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Lambdin et al. (1994) studied this question.
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