ERIC Number: ED454286
Record Type: Non-Journal
Publication Date: 1997
Investigating the Evaluation of Student Achievement.
Anderson, John O.
A set of constructed portfolios containing achievement products and background information for a simulated student was used to investigate how teachers formulate the evaluation of achievement of their students. The materials, developed for a simulated student named "Chris," were presented to 147 student teachers who graded the 8 product components of the portfolio over a 12-week period and reported a final grade for "Chris." Results of regression analyses suggest that the contents of the portfolio accounted for approximately 63% of the variance for a final grade of "Chris," leaning more than one-third of the variance unaccounted for. These findings indicate that student teachers seemed to use some aspect of "Chris" in grading that was not actually part of the portfolio. Previous studies of these data suggested that the student teachers thought that "Chris" improved through the 12 weeks, even though portfolios were structured in such a way that only about one-third of the portfolios actually showed improvement, perhaps reflecting the expectation that a student would improve over the marking period. Results highlight the complexity of grading practices. (SLD)
Descriptors: Academic Achievement, Elementary Secondary Education, Evaluation Methods, Foreign Countries, Grades (Scholastic), Grading, Portfolio Assessment, Simulation, Student Teachers, Teacher Attitudes, Teacher Education
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Canada