Portfolios in Large‐scale Assessment: Difficult But Not Impossible

LeMahieu, Paul G.; Gitomer, Drew H.; Eresh, Jo Anne

doi:10.1111/j.1745-3992.1995.tb00863.x

Cited by 62 publications

(27 citation statements)

References 8 publications

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“…In 50% of all holistic scores, the assessors showed exact total agreement, 33% of the scores showed a difference of 0.5 point, and 17% showed a difference of one or more points. These results are comparable to those obtained by LeMahieu, Gitomer, and Eresh (1995), who reported exact agreement among teachers' scores rating student portfolios ranging from 46% to 57%.…”

Section: Coding Schemesupporting

confidence: 80%

Cognitive representations in raters' assessment of teacher portfolios

Schaaf

Stokking

Verloop

2005

Studies in Educational Evaluation

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Portfolios are frequently used to assess teachers' competences. In portfolio assessment, the issue of rater reliability is a notorious problem. To improve the quality of assessments insight into raters' judgment processes is crucial. Using a mixed quantitative and qualitative approach we studied cognitive processes underlying raters' judgments and the reliability of these judgments. Six raters systematically assessed 18 portfolios. The interrater reliability of 12 portfolios was satisfactory. Variance analysis showed slight rater effects. We used the Correspondent Inference Theory (Jones & Davis, 1965) and the Associative Systems Theory (Carlston, 1992; to analyse judgment forms and retrospective verbal protocols. Raters' cognitive representations on the dimensions abstract-concrete and positive-negative were significantly related to the judgments given and to the reliability of these judgments.

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Section: Coding Schemesupporting

confidence: 80%

Cognitive representations in raters' assessment of teacher portfolios

Schaaf

Stokking

Verloop

2005

Studies in Educational Evaluation

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“…Students' reflections in their journals and portfolios provided evidence of positive change in their attitudes towards and learning of mathematics (LeMahieu et al, 1995). In particular, the students in the experimental group had the opportunity to organise and initiate their individual and group learning activity.…”

Section: Discussionmentioning

confidence: 99%

The effect of alternative assessment on the attitudes and achievement in mathematics of female pre-service teachers in Ghana

Eshun

Abledu

2006

Af. J. Educ. Stud. Math. Sci.

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This paper examines the effect of exposing one of two groups of preservice female teachers to alternate forms of assessment. Both groups were first year students in a teacher training college and received 8 weeks of normal instruction in mathematics content and traditional assessment by the same teacher. The students were interviewed on their attitudes towards mathematics before and after instruction. In addition, the students took two pretests and corresponding posttests. The external achievement tests were similar to the 1997 Mathematics Paper of the Senior Secondary School Certificate Examination (SSSCE) and the internal achievement tests were based on the content of instruction. The results of the study showed significant improvement in both the internal and external achievement of the experimental group, but only significant improvement in the internal achievement of the control group. Also, the experimental group achieved higher gains on both achievement tests than the control group. Students in the experimental group exhibited greater positive attitudinal changes and expressed the benefits they derived from the alternative assessment activities in their journals and portfolios. Suggestions for intervention programmes to improve female pre-service teachers' attitudes, achievement and participation in mathematics are discussed.

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“…Work covered a variety of presentation and response formats, including formulating hypotheses (Bennett and Rock 1995), portfolios (Camp 1993;LeMahieu et al 1995), and simulations for occupational and professional assessment (Steinberg and Gitomer 1996).…”

Section: Constructed-response Formats and Performance Assessmentmentioning

confidence: 99%

Advancing Human Assessment: A Synthesis Over Seven Decades

Bennett

Davier

2017

Methodology of Educational Measurement and Assessment

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This book has documented the history of ETS's contributions to educational research and policy analysis, psychology, and psychometrics. We close the volume with a brief synthesis in which we try to make more general meaning from the diverse directions that characterized almost 70 years of work.Synthesizing the breadth and depth of the topics covered over that time period is not simple. One way to view the work is across time. Many of the book's chapters presented chronologies, allowing the reader to follow the path of a research stream over the years. Less evident from these separate chronologies was the extent to which multiple streams of work not only coexisted but sometimes interacted.From its inception, ETS was rooted in Henry Chauncey's vision of describing individuals through broad assessment of their capabilities, helping them to grow and society to benefit (Elliot 2014). Chauncey's conception of broad assessment of capability required a diverse research agenda.Following that vision, his research managers assembled an enormous range of staff expertise. Only through the assemblage of such expertise could one bring diverse perspectives and frameworks from many fields to a problem, leading to novel solutions.In the following sections, we summarize some of the key research streams evident in different time periods, where each period corresponds to roughly a decade. Whereas the segmentation of these time periods is arbitrary, it does give a general This work was conducted while M. von Davier was employed with Educational Testing Service.

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Portfolios in Large‐scale Assessment: Difficult But Not Impossible

Abstract: Can districtwide portfolio assessment yield reliable scores? How can content and scoring be standardized? How can such assessment be integrated with instruction? What are the costs?

Cited by 62 publications

References 8 publications

Cognitive representations in raters' assessment of teacher portfolios

Cognitive representations in raters' assessment of teacher portfolios

The effect of alternative assessment on the attitudes and achievement in mathematics of female pre-service teachers in Ghana

Advancing Human Assessment: A Synthesis Over Seven Decades

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