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ERIC Number: EJ1111077
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 13
Implementing Portfolios Using Tk20: An Educational Assessment System
Zhang, Jie; Fallon, Moira A.; Wright, Allison M.
International Journal of Special Education, v31 n2 2016
The purpose of this paper is to share results of collaborative effort introducing special education portfolios into an inclusive teacher education program using the Tk20 assessment system. Tk20 is an assessment system for both providing evidence of educational skills and achieving that evidence in such a way as to demonstrate growth of teacher candidates. This is not only important for the teacher candidates as they push themselves professionally, but it is also a crucial aspect of accreditation requirements for teacher education programs. Therefore, the focus of the paper is on the usefulness of standards based, working and exit electronic special education portfolios in teacher education. The three instructors report teacher candidates' learning outcomes and professional development by analyzing data in a special education portfolio via Tk20 from special education courses in three phases of a teacher preparation program prior to student teaching practicum. We describe the lessons learned and focus on victories and challenges in our planning and implementation process. We also suggest recommendations for others to implement the interdisciplinary efforts for effective collaboration into a college wide, electronic educational assessment system in order to track the performances of teacher candidates over time.
Descriptors: Portfolios (Background Materials), Teacher Education Programs, Educational Assessment, Preservice Teachers, Electronic Publishing, Outcomes of Education, Professional Development, Standards, Inclusion
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A