Developing and validating a design for teacher portfolio assessment
Bibliographic Data
| ID | 19379472 |
|---|---|
| Authors | Marieke van der Schaaf (0000-0001-6555-5320, Utrecht University, corresponding author), M F van der Schaaf (Utrecht University), Karel M Stokking (Utrecht University) |
| Year | 2008 |
| Volume | 33 |
| Issue | 3 |
| Pages | 245-262 |
| Publication date | 2008-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602930701292522 |
| OpenAlex | W2061169350 |
| Language | EN |
| Citations received | 8 |
| References cited | 16 |
Developing and using a design for teacher portfolio assessment is a complex process including several components: the domain to be assessed (the teacher competences), the content standards or criteria, the portfolio format, the completion of the format (by teachers) with content, and the scoring of the portfolios (by raters). For a portfolio assessment to be valid, these components should be systematically linked. Using a chain model of the assessment process two links were verified: the link between content standards and portfolio format, and the link between content standards and raters’ scoring. Eight experts evaluated an initial portfolio assessment design. They greatly supported the design, including the link between standards and format. Subsequently, using the format 18 teachers developed a portfolio. Six raters scored these portfolios according to eight content standards. Their scoring was substantially based on the content standards. Implications of the results and suggestions for research are discussed
Business · Evaluation methods · Higher education · Instructional design · Mathematics education · Pedagogy · Political science · Portfolio · Reliability engineering · Engineering · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies
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Cognitive representations in raters' assessment of teacher portfolios
Developing Performance Standards for Teacher Assessment by Policy Capturing
Teachers' assessment of students' research skills
Validity of psychological assessment
Can There Be Validity Without Reliability
An argument-based approach to validity
Assessment and the promotion of academic values
| Citations per year | 0.5 |
|---|---|
| Citation span | 2010 - 2021 (12) |
| Highly cited | No |