A Tale of Two Programs: A Comparative Study of Electronic Portfolio Assessment in Teacher Education

Autor/inn/en	Grier, Jeanne M.; Denney, Maria K.; Clark, Megan M.
Titel	A Tale of Two Programs: A Comparative Study of Electronic Portfolio Assessment in Teacher Education
Quelle	(2006), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; Portfolios (Background Materials); Comparative Analysis; Specialists; Research Design; Evaluators; Data Analysis; Teacher Education Programs; Teacher Competencies; Competency Based Teacher Education; Performance Based Assessment; California + Suchen Sie Ihr Suchwort? Forschungsdesign; Auswertung; Lehrkunst; Leistungsermittlung; Kalifornien
Abstract	Background: Teacher education programs in the State of California are increasingly held accountable for the assessment of teacher candidates' competencies and performance. One salient assessment tool is the utilization of portfolios in teacher education programs (Wolf, 1989; 1991). Among the newest and most innovative templates of portfolios in teacher education are electronic portfolios. Electronic portfolios are gaining popularity in part, due to the prevalence of their technological accessibility and the numerous on-line portfolio options. Purpose: The primary research question addressed was how do the constituents (e.g., credential candidates, faculty, and portfolio evaluators) perceive the electronic portfolio processes within and across the two teacher preparation programs. Setting: This study took place at a start-up public university across two fifth-year credential programs respectively-- the Education Specialist: Mild/Moderate Disabilities Level One and the Single Subject Credential Programs. Study Sample: Twenty credential candidates and six evaluators participated in the Education Specialist pilot assessment project. Twelve credential candidates and five evaluators participated in the Single Subject pilot assessment project. Intervention: Research Design: Qualitative Control or Comparison Condition: Data Collection and Analysis: Data were collected through detailed field notes, focus group interviews, and student portfolios. Data were coded by themes and analyzed. Findings: The two major themes of process and tool oriented issues related to the use of electronic portfolios emerged from the comparative data analysis within and across the two credential programs. Time, usability for evaluators, and management of the electronic environment were major findings. Conclusion: Overall, a portfolio must be and perceived as integrated into a teacher education program by students and faculty. It is important that portfolio elements aligned and goals and tasks are clear to the participants. Additionally, the time and resources needed to successfully implement and maintain a portfolio system must not be overlooked. Coordinating the players and tasks, evaluation of candidate work, evaluation of process, aggregation and analysis of data, data management, and maintenance of the process are all necessary elements in a successful portfolio assessment process. Citation: Grier, J. M., Denney, M. K., Clark, M. M. (2006). A tale of two programs: A comparative study of electronic portfolio assessment in teacher education. (Contains 1 table and 1 footnote.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10