Using Portfolios to Teach Test-Scoring Skills: A Preliminary Investigation

Abstract

This study investigated the effectiveness of portfolios as an instructional technique to reduce errors associated with test scoring by graduate students. Both the control and experimental conditions consisted of a lecture and demonstration on proper administration and scoring followed by a discussion. The experimental condition also required students to maintain a portfolio with completed protocols, which students reviewed prior to each ensuing practice administration. The experimental group demonstrated a significant reduction in scoring errors in comparison to the control group. These findings suggest portfolios are an effective instructional technique that can reduce errors made by graduate students when scoring tests measuring cognitive ability.

E-portfolio as a means of self-promotion on the Web

“…Nowhere does Chambers discuss the potential of portfolios to foster reflection in students, and as such, his 'portfolio' is in fact more a 'dossier of evidence'. Egan, McCabe, Semenchuk and Butler (2003) conducted a research study on portfolios as used by graduate students in cognitive psychology. They were attempting to discover whether the use of portfolios can help to reduce the number of errors students make when scoring cognitive ability tests.…”

Training and Management of a Multisite Neuropsychological Testing Protocol for the Department of Veterans Affairs Cooperative Study Evaluating on- and Off-pump Coronary Artery Bypass Graft Procedures

“…Training of examiners involving multiple practice sessions without feedback did not improve performance or lower error rates in new examiners (Belk et al, 2002;Patterson, Slate, Jones, & Steiger, 1995;Slate & Jones, 1990). However, training via immediate verbal or written feedback or review of prior protocols administered reduced errors in several studies (Conner & Woodall, 1983;Demsky & Sellers, 1995;Egan, McCabe, Semenchuk, & Butler, 2003). To date, no studies have described a comprehensive analysis of multisite training with consistent feedback and on-site re-scoring, and no studies have looked at examiners who are not trained in the field of psychology.…”