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ERIC Number: ED498266
Record Type: Non-Journal
Publication Date: 2007-Apr-11
Pages: 31
Abstractor: Author
Reference Count: 36
Fast and Reliable Evaluation of Preservice Teacher Electronic Portfolios
Sulzen, James; Young, Michael F.
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, Apr 9-13, 2007)
This study describes a rubric supporting fast and reliable assessment of preservice teacher electronic portfolios. The assessment calls for raters to quickly scan a portfolio to gain an overall impression, then dichotomously score a large number of indicators (e.g., educational philosophy, educational technology use, imaginative use of technology), followed by giving a score for the entire portfolio. Raters evaluated a total of 83 portfolios with the rubric, taking typically 15-to-20 minutes per portfolio. Inter-rater reliability was 0.85, comparing quite favorably in speed and reliability in rating other complex student work, such as essays and term papers. Scoring a large number of dichotomous items for each portfolio provided a rater with a single coherent visual summary of a portfolio, which seemed to contribute to the reliability of the overall portfolio rating. Aggregating related indicators into subscale scores provided analytic measures of portfolio quality such as portfolio organization and technology skills. By utilizing indicators appropriate to a given portfolio's content and purpose, the technique described here is easily adapted to scoring portfolios from differing preservice teacher programs or scoring portfolios from different stages of a preservice teacher's educational career. Appended are: (1) Portfolio Scoring Inventory (PSI240) Rubric; (2) Score Record Sheet for Portfolio Scoring Inventory; and (3) Content Definition of Portfolios Used in the Present Study. (Contains 3 tables and 3 figures.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A