Portfolios, the Pied Piper of Teacher Certification Assessments: Legal and Psychometric Issues

Wilkerson, Judy R.; Lang, W. Steve

doi:10.14507/epaa.v11n45.2003

Cited by 22 publications

(28 citation statements)

References 9 publications

(15 reference statements)

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“…According to Wilkerson and Lang (2003) in system of portfolio assessment "that allow candidates to choose their own artefacts, minimal competency with regard to standards is difficult to establish". …”

Section: Evaluation -Or Teachers' Responsibilitiesmentioning

confidence: 99%

“…All selections and parts are authentic in that the included pieces provide evidence that the goals and objectives of the curriculum have been met, with added student reflections that review the process and /or products of learning." Wilkerson and Lang (2003) state that "portfolios being used in a high-stakes context are technically testing devices and therefore need to meet psychometric standards of validity, reliability, fairness, and absence of bias".…”

Section: Introductionmentioning

confidence: 99%

“…The study made by Wilkerson and Lang (2003) reveals that "Since about 90% of schools, colleges, and departments of education are currently using portfolios of one form or another as decision-making tools for standards-based decisions regarding certification or licensure".…”

mentioning

confidence: 99%

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The Implementation of Different Types of Portfolio in the Assessment of Student's Knowledge and Performance

Romanchukov¹,

Raoul²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Portfolio can show us an evidence of students learning during a semester or year for a discipline. It is a complex evaluation tool. It represents an alternative to standardized tests, leading to the emission of a value judgment based on a set of results, reflecting the complexity of the development of the person who prepares it. The comparing study was done between three types of portfolios applied in the evaluation of students from second and third year, students from Department for Teacher Training (DPPD) from USAMV Cluj-Napoca. First type is the portfolio of development, elaborated by groups of students (four students by each group) and used as a portfolio of progress for the discipline Didactics of Chemistry. Second type is an individually portfolio; it is used for students' assessment at the Teaching Practice. Third type is an e-Portfolio use for assessment of students' knowledge for the discipline Computer-aided Instruction. This paper has focused on systematic evaluation of influence which achievement of portfolios can generate in training of future teachers. There was determined a tendency to minimize the role of portfolios in this training, although from the point of view of the learner it is a complex activity. Teachers, who used portfolios like a variant of assessment, generally agreed that it was a holistic qualitative evaluation method, which involves students in educational activities. Majority of students considered that portfolios were an interesting experience; they had an active role which made them to know better their possibilities to study and learn.

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Section: Evaluation -Or Teachers' Responsibilitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Implementation of Different Types of Portfolio in the Assessment of Student's Knowledge and Performance

Romanchukov¹,

Raoul²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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“…Personal Web portfolios have become a hot topic in standards-based performance assessment (Wilkerson & Lang, 2003). Education institutions are encouraging or even requiring students to create their own personal Web portfolios as a repository for anything that demonstrates their accomplishments and activities (Young, 2002).…”

Section: Personal Web Portfoliosmentioning

confidence: 99%

Factors affecting the information quality of personal Web portfolios

Katerattanakul

Siau

2007

J. Am. Soc. Inf. Sci.

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Personal Web portfolios have become a popular information source and an effective method for individuals to present themselves to others in cyberspace. Thus, the quality of personal Web portfolios is critical and affects the perception that others have of the individuals. But how do we measure quality of personal Web portfolios? What are the important factors affecting quality of personal Web portfolios? This study presents the development of an instrument measuring factors affecting information quality of personal Web portfolios. The proposed instrument, based on the Information Quality framework, was refined and validated to assess its construct validity, convergent validity, and discriminant validity. The proposed instrument can be used to guide those who want to design their personal Web portfolios and also to help those who need to evaluate the quality of personal Web portfolios.

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“…Thus, issues and concerns about portfolio use remain under investigation. [6][7][8][9] Traditionally, portfolios have been used in higher education and defined as: ". .…”

Section: Introductionmentioning

confidence: 99%

Portfolio Use and Practices in US Colleges and Schools of Pharmacy

Skrabal

Turner

Jones

et al. 2012

American Journal of Pharmaceutical Education

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Objectives. To identify the prevalence of portfolio use in US pharmacy programs, common components of portfolios, and advantages of and limitations to using portfolios. Methods. A cross-sectional electronic survey instrument was sent to experiential coordinators at US colleges and schools of pharmacy to collect data on portfolio content, methods, training and resource requirements, and benefits and challenges of portfolio use. Results. Most colleges and schools of pharmacy (61.8%) use portfolios in experiential courses and the majority (67.1%) formally assess them, but there is wide variation regarding content and assessment. The majority of respondents used student portfolios as a formative evaluation primarily in the experiential curriculum. Conclusions. Although most colleges and schools of pharmacy have a portfolio system in place, few are using them to fulfill accreditation requirements. Colleges and schools need to carefully examine the intended purpose of their portfolio system and follow-through with implementation and maintenance of a system that meets their goals.

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Portfolios, the Pied Piper of Teacher Certification Assessments: Legal and Psychometric Issues

Cited by 22 publications

References 9 publications

The Implementation of Different Types of Portfolio in the Assessment of Student's Knowledge and Performance

The Implementation of Different Types of Portfolio in the Assessment of Student's Knowledge and Performance

Factors affecting the information quality of personal Web portfolios

Portfolio Use and Practices in US Colleges and Schools of Pharmacy

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