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ERIC Number: ED406148
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 29
Abstractor: N/A
Reference Count: N/A
The Validity of Portfolio-Based Assessment of Science Teachers.
Lomask, Michal; And Others
This paper describes a new portfolio-based assessment program for beginning science teachers who seek a license to teach in Connecticut's middle and high schools. This is part of the comprehensive Beginning Educator Support and Training (BEST) induction program for beginning teachers in Connecticut. The science portfolio assessment requires all beginning science teachers to plan, teach, and assess students' learning in a two-week inquiry-based unit. The completed portfolios contain four types of artifacts: (1) daily logs; (2) four videotaped segments that capture the teaching and learning in various learning settings in the same unit; (3) students' work done through the entire unit; and (4) the teacher's reflections on the quality of students' learning and his or her own teaching. Evidence gathered through various explorative studies support the job-relatedness of the assessment content and the validity of inferences made from the assessment scores. Research results also show that the portfolio-based assessment program is accessible to beginning science teachers in different school systems and has no adverse impact on any sub-group of candidates. Follow-up interviews with graduates of the program showed that the BEST program has a lasting impact on many science teachers. Contains 26 references. (Author/JRH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut