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ERIC Number: EJ1141670
Record Type: Journal
Publication Date: 2017-Jun
Pages: 24
Abstractor: As Provided
ISSN: EISSN-1305-8223
Portfolio of Evidence: An Assessment Tool in Promoting Geometry Achievement among Teacher Education College Students
Weldeana, Hailu Nigus; Sbhatu, Desta Berhe
EURASIA Journal of Mathematics, Science & Technology Education, v13 n6 p1981-2004 Jun 2017
Background: This article reports contributions of an assessment tool called Portfolio of Evidence (PE) in learning college geometry. Material and methods: Two classes of second-year students from one Ethiopian teacher education college, assigned into Treatment and Comparison classes, were participated. The assessment tools used in the Treatment and Comparison classes were PE and paper-and-pencil, respectively. Data sources were scores of: Self-/Teacher-Assessment Rubric (STAR); Mathematical test measuring Skills, Properties, Uses, and Representations (SPUR); and Learning and Study Strategies Inventory-High School Version (LASSI-HS). Results: Comparison of students' Self- and Teacher-Assessment data showed that students in the Treatment Class were able to assess their own learning and progress as authentically as the teacher. Analyses of SPUR data revealed that the learning gains among the students in the Treatment Class were significantly greater than that of the Comparison class in tests requiring higher order thinking (p = 0.05). Analyses of LASSI-HS showed that students in the Treatment Class made more statistically significant shifts towards demonstrating supportive learning behaviors and towards abandoning inhibiting behaviors than those in the Comparison Class (p = 0.05). Conclusions: Thus, effective integration of PE in the instructional process helped students develop reflective thinking and other metacognitive skills and solve real-life problems that demand higher order thinking.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia
Identifiers - Assessments and Surveys: Learning and Study Strategies Inventory
Grant or Contract Numbers: N/A