Portfolios: Purposeful Collections of Student Work

Mullin, Joan

doi:10.1002/tl.7408

Cited by 20 publications

(9 citation statements)

References 5 publications

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“…These same positive and negative findings have been reported throughout the portfolio literature. 9,35 Certain limitations of our study must be acknowledged when considering the implications of its results. The most obvious limitation relates to sample size.…”

Section: Discussionmentioning

confidence: 92%

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Validity and Reliability of Portfolio Assessment of Competency in a Baccalaureate Dental Hygiene Program

Gadbury‐Amyot¹,

Kim²,

Palm³

et al. 2003

Journal of Dental Education

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This study examined the validity and reliability of portfolio assessment using Messick's unified framework of construct validity. Theoretical and empirical evidence was sought for six aspects of construct validity. Seven faculty raters evaluated twenty student portfolios using a primary trait analysis scoring rubric. A significant relationship (r = .81-.95; p < .01) between the seven subscales in the scoring rubric demonstrates measurement of a common construct. There was a significant relationship between portfolios and GPA (r = .70; p < .01) and the NBDHE (r = .60; p < .01). The relationship between portfolios and the Central Regional Dental Testing Service (CRDTS) examination was both weak and nonsignificant (r = .19; p > .05). A fully crossed, twofacet generalizability (G) study design was used to examine reliability. ANOVA demonstrated that the greatest source of variance was the scoring rubric itself, accounting for 78 percent of the total variance. The smallest source of variance was the interaction between portfolio and rubric (1.15 percent). Faculty rater variance accounted for only 1.28 percent of total variance. A phi coefficient of .86, analogous to a reliability coefficient in classical test theory, was obtained in the decision study by increasing the subscales to fourteen and decreasing faculty raters to three. In conclusion, the pattern of findings from this study suggests that portfolios can serve as a valid and reliable measure for assessing student competency.

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Section: Discussionmentioning

confidence: 92%

“…7 Several barriers to implementation of portfolio assessment have been identified, with time being one of the largest. 8,9 Portfolio assessment demands a large time commitment from both faculty and students. Another barrier relates to power and control in the educational environment.…”

mentioning

confidence: 99%

Validity and Reliability of Portfolio Assessment of Competency in a Baccalaureate Dental Hygiene Program

Gadbury‐Amyot¹,

Kim²,

Palm³

et al. 2003

Journal of Dental Education

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“…aim, some information of portfolio such as definition, types of portfolio and its advantage and disadvantage were discussed in depth. Studying teachers' perceptive of portfolio assessment is important because evidence suggests that teachers' understandings of teaching and learning strongly influence how they teach and what students learn and achieve (Frohbieter, Greenwald, Stecher, and Schwartz, 2011;Mullin, 1998;Wiliam, 2010). To illustrate Samad, Hussin, and Sulaiman's (2015) case study of assessment in Secondary School English classes revealed an eclectic array of conflicting assessment practices, seemingly because the teachers held differing perceptions of teaching and student learning.…”

Section: Research Problemmentioning

confidence: 99%

Teachers’ Understanding Towards Portfolio Assessment: A Case Study Among Malaysian Primary School Teachers

Arumugham

2019

PEC

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Alternative assessment plays an important role in gathering information about students’ learning. Introduction of new curriculum in Malaysian primary school education namely Standard Curriculum of Primary School has highlighted portfolio as an assessment tool. Therefore, research has been conducted to examine teachers’ understanding towards this new alternative assessment method. The qualitative data used in this research were gathered from three interview sessions and classroom observations. Five primary school teachers were selected as participants of this research. They are teaching core subject such as English, Mathematics and Science. Thematic analysis was conducted to examine the themes emerged to represent their understandings towards portfolio. Teachers’ understandings towards portfolio were grouped into three major themes: As students’ work collections, as feedback and improvement tools and as teaching, learning and grading tools. They used portfolio in classroom as they understood. Different understandings were revealed as these teachers are also teaching different subjects. This may be the reason why these teachers were having different understandings towards portfolio assessments. This research is significant to teachers, stakeholders, school administration and even society about portfolio assessment.

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“…Öğrenciler bazen nelerin yapılacağı veya biriktirileceği konusunda şüpheye düşebilir ya da biriktirme işlemleri için tanınan sürenin yeterli olmayacağı endişesine kapılabilirler (Fenwick ve Parsons, 1999). Her derse biriktirilen malzemeleri getirmelerini istemek öğrencileri sıkıntıya sokabilir veya getirmelerine rağmen üzerinde çalışılmaması ya da çalışılabilmesi için yeterli sürenin ayrılmaması sorun yaratabilir (Mullin, 1998). Biriktirilenler arasında öğrencinin çabasını temsil etmeyen ürünler yer alabilir veya kimi ürünler öğrenme amaçlarıyla yeterince örtüşmeyebilir (Arter ve Spandel, 1992).…”

Section: Portfolyo Değerlendirmeunclassified

The View of Constructivist Theory on Assessment: Alternative Assessment Methods in Education

Yurdabakan¹

2011

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT. Since the Ministry of National Education started the structural changes in the primary and secondary education curricula, there has been a growing interest towards constructivist learning philosophy, constructivist theory and active learning in educational and scientific environments in Turkey. Alternative assessment practices have an important place in the new curricula, which went into effect in 2005-2006 academic year. Many authors suggest that objectives for active learning method could only be attained if they were used together with alternative assessment practices. There are many writers who suggest that objectives for active learning method could only be reached if they were used together with alternative assessment activities. The principal aim of this study is to analyze the relations between constructivism and learning and assessment and also to discuss theoretically portfolio assessment and peer-self-co-assessment approaches that have emerged, and additionally to determine the positive and negative results stated in related studies, so that practitioners could draw some deductions. 52 SUMMARYThe theory of constructivism, which has gained importance since the second half of the 20th century, provides a wide theoretical framework from design of learning settings to construction of assessment processes (Açıkgöz, 2003). Therefore today, while there is a shift from traditional to studentcentred learning settings, there are also innovations in assessment procedures, where the change is from summative assessment to formative assessment (Collins, 1991). The main purpose of this study is to describe the relationships among constructivist theory, active learning and assessment and to introduce the alternative assessment methods (co, self, peer and portfolio assessment) that have emerged and to display the positive and negative results found in related studies.

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Portfolios: Purposeful Collections of Student Work

Abstract: For many professors, portfolios are flexible enough to serve their own purposes as well as the purposes of the curriculum. Portfolios also meet the current call for authentic assessment of students' skills and performance.

Cited by 20 publications

References 5 publications

Validity and Reliability of Portfolio Assessment of Competency in a Baccalaureate Dental Hygiene Program

Validity and Reliability of Portfolio Assessment of Competency in a Baccalaureate Dental Hygiene Program

Teachers’ Understanding Towards Portfolio Assessment: A Case Study Among Malaysian Primary School Teachers

The View of Constructivist Theory on Assessment: Alternative Assessment Methods in Education

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