ERIC Number: ED351345
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
The Vermont Portfolio Assessment Program: Interim Report on Implementation and Impact, 1991-92 School Year. Project 3.2: Collaborative Development of Statewide Systems. Report of Year 1 Vermont Study.
Since 1988, Vermont has been developing a state assessment program, the centerpiece of which is the student portfolio and "best pieces" drawn from it. The state's use of portfolio results will be limited to reporting aggregates, but within schools, teachers and principals may use the portfolios as they choose. The assessment program, which encourages the adoption of higher standards as it coexists with Vermont's tradition of local control and innovation, currently includes mathematics and writing at grades 4 and 8, and will eventually encompass a broader range of subjects. Pilot implementations of these programs were carried out in the 1990-91 school year. This interim report describes preliminary results from 4 data collection efforts related to mathematics portfolios: (1) questionnaires sent to 40 fourth-grade and 40 eighth-grade mathematics teachers in pilot schools (18 percent response rate); (2) questionnaires completed by 8 mathematics portfolio raters in 1990-91; (3) teacher questionnaires from 172 teachers (83 percent response rate) in 1991-92; and (4) interviews with 77 principals in 1991-92. Teacher and administrators responses concerning the use of portfolios will be incorporated into later studies. Teachers reported several positive effects on instruction and learning. Three appendixes provide a description of the study samples, the year 2 principal interview and instructions, and the year 2 teacher questionnaire. (SLD)
Descriptors: Data Collection, Elementary School Teachers, Grade 4, Grade 8, Intermediate Grades, Junior High Schools, Mathematics Achievement, Performance Based Assessment, Pilot Projects, Portfolios (Background Materials), Principals, Program Evaluation, Program Implementation, Questionnaires, Secondary School Teachers, State Programs, Student Evaluation, Test Use, Writing Evaluation
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; Rand Corp., Santa Monica, CA.
Identifiers - Location: Vermont