Evaluating portfolio assessment systems: what are the appropriate criteria?

Webb, Christine; Endacott, Ruth; Gray, Morag; Jasper, Melanie; McMullan, Mirjam; Scholes, Julie

doi:10.1016/s0260-6917(03)00098-4

Cited by 66 publications

(48 citation statements)

References 8 publications

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“…The discussion about whether or not it is necessary to complement the classical views on quality control with new quality criteria has been going on for some time within the scientific field (e.g. Bachman, 2002;Moss, 1996;Webb et al, 2003). This study adds a different point of view, that of teachers, to this discussion.…”

Section: Conclusion and Discussionmentioning

confidence: 98%

Teachers’ opinions on quality criteria for Competency Assessment Programs

Baartman

Bastiaens

Kirschner

et al. 2007

Teaching and Teacher Education

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Quality control policies towards Dutch vocational schools have changed dramatically because the government questioned examination quality. Schools must now demonstrate assessment quality to a new Examination Quality Center. Since teachers often design assessments, they must be involved in quality issues. This study therefore explores teachers' opinions on assessment quality evaluation criteria. Pre-vocational and vocational teachers (N ¼ 211) responded to a questionnaire. Contrary to expectations, results show that teachers deem classical and competency-based quality criteria equally important. Vocational teachers gave higher importance scores than pre-vocational teachers, possibly due to the pressure they experience to improve the quality of their assessments. r 2006 Elsevier Ltd. All rights reserved. There is a strong pressure on educational institutes and teachers to become more competency-based, so as to better meet the changing demands of the labor market. This has important consequences for student assessment because of the strong relationship that exists between instruction, learning and assessment. Assessment, learning and instruction should be aligned with each other (i.e. focus on the same learning outcomes). Also, assessment appears to strongly influence both how students learn and how teachers teach, causing both students and teachers to focus on what the assessment requires (e.g. Alderson & Wall, 1993;Biggs, 1999;Birenbaum, 2003;Frederiksen, 1984). A study focusing on how teachers connect instruction and assessment showed that teachers spend more than 35% of their time on assessment and more than 10% on assessment-driven instruction (Conca, Schechter, & Castle, 2004). A possible problem here is that while learning and instruction are increasingly competency-based, the development of adequate methods to assess those competencies appears to be lagging behind. The past decade has seen a number of new assessment forms, such as performance assessment, authentic ARTICLE IN PRESS www.elsevier.com/locate/tate 0742-051X/$ -see front matter r

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Section: Conclusion and Discussionmentioning

confidence: 98%

Teachers’ opinions on quality criteria for Competency Assessment Programs

Baartman

Bastiaens

Kirschner

et al. 2007

Teaching and Teacher Education

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show abstract

“…Entre los aspectos más críticos se identifi can el contar con el tiempo necesario para su adecuado desarrollo, lo que constituye uno de los aspectos evaluados negativamente en nuestra encuesta [8][9][10] . La validez del instrumento representa un punto crítico según algunos autores, debido a que los portafolios generalmente contienen evidencia cualitativa más que cuantitativa, y además los docentes expresan juicios cualitativos sobre el proceso del estudiante 10,26 .…”

Section: Discussionunclassified

Desarrollo y validación de encuesta de percepción del portafolio en estudiantes de medicina de pregrado

Riquelme¹,

Méndez²,

Fuente³

et al. 2011

Rev. méd. Chile

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“…Aunque consideran que es un instrumento de evaluación muy completo, en pocas ocasiones se utiliza de forma exclusiva, tendiendo a complementarlo con otras pruebas, lo que puede deberse a que se planteen dudas sobre su validez y fiabilidad para la evaluación, como señalan Kear y Bear [13], o por la dificultad de establecer los criterios cuantitativos que requiere para la calificación final de la asignatura, como afirman Webb et al [14].…”

Section: Discussionunclassified

El portafolio como herramienta didáctica: un estudio en escuelas universitarias de enfermería

Canalejas-Pérez

2010

Educ. méd.

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Evaluating portfolio assessment systems: what are the appropriate criteria?

Cited by 66 publications

References 8 publications

Teachers’ opinions on quality criteria for Competency Assessment Programs

Teachers’ opinions on quality criteria for Competency Assessment Programs

Desarrollo y validación de encuesta de percepción del portafolio en estudiantes de medicina de pregrado

El portafolio como herramienta didáctica: un estudio en escuelas universitarias de enfermería

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