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Assessing Mathematics Skills Through Portfolios: Validating the Claims From Existing Literature
Abstract
The purpose of this article is to document the current practice of using portfolios as a tool for assessing students' mathematics learning. Literature related to the assessment of mathematics through portfolios is limited to information generated from a few large-scale and a scattered number of Classroom assessment projects. These reports provide weak support for claims that mathematics portfolio assessments enhance student learning and promote effective communication among teachers, students, and parents. There is a need to establish a strong rationale for selecting a portfolio as a means to assess mathematics. This article offers practitioners and researchers an opportunity to explore the validity of claims and identify factors that confound existing research activities.
... Students' work may also be evaluated through portfolios. A portfolio is defined as an accumulation of a student's work collected over a period and varies in form, function and content (Cicmanec & Viechnicki, 1994). Applying the definition to Mathematics, a portfolio is "a showcase for student work, a place where many types of assignments, projects, reports, and writings can be collected as well as students' progress in, attitudes toward, and understanding of Mathematics are monitored comprehensively" (Stenmark & NCTM., 2007, p. 35). ...
... A study by Cicmanec and Viechnicki (1994) evaluated the use of portfolio tools for assessing students' learning in Mathematics and reported that there was a "weak support for claims that Mathematics portfolio assessments enhance student learning and promote effective communication among teachers, students, and parents" (p. 167). ...
This study investigated the assessment techniques mathematics teachers use that integrate soft skills in secondary schools in Mazabuka District in Zambia. A total of 91 teachers, who were purposively selected, took part in the study, of which 81 completed a questionnaire and four observers evaluated 124 video-recorded lessons which were taken of 31 teachers. A sequential multi-phase design was used to collect data. The data were analyzed using frequencies, means, standard deviations and chi-square statistics. The findings revealed that the assessment techniques mathematics teachers used did not assess soft skills. In addition, mathematics teachers’ gender was not found to have influenced teachers’ choice of assessment techniques in the teaching and learning process but the type of schools where teachers were teaching, though the effect size was weaker. The consequence of this may be that secondary school leavers may not be good communicators, innovators, creators and critical thinkers. Therefore, it is recommended that mathematics teachers be upskilled on how to assess soft skills in the teaching and learning of Mathematics if the integration of soft skills is to be realized as espoused in the Zambia Education Curriculum Framework of 2013.
... Yapılan literatür taraması sonunda, bireysel gelişim dosyasının nasıl uygulanması gerektiği ile ilgili bir çok teorik çalışma bulunmasına rağmen bunun öğretmen, öğrenci ve veliler tarafından değerlendirme aracı olarak kullanılmasına ilişkin çalışmalar sınırlı kalmaktadır (Norman, 1998;Herman ve Winter, 1994;Cicmanec ve Viecknicki, 1994;Simon ve Forgette-Giroux, 2000;Mokhtari vd, 1996). Yine, bireysel gelişim dosyası uygulaması ile ilgili ülkemizde yapılan çalışmalar çok az olmakla beraber bunlar teorik alanda kalmıştır (Birgin, 2003). ...
... Dolayısıyla, bu çalışmadan elde edilen bulgular diğer yapılan çalışmaların bulgularla örtüştüğü görülmektedir. (Birgin, 2003;Bell ve Cowie, 2001;Kenowski, 2000;Stiggins, 1999;Sadler, 1989) (Gussie, 1998;Norman, 1998;Ryan, 1998;Weldin ve Tumarkin, 1998;Cicmanec ve Viecknicki, 1994). Görüldüğü gibi çalışmamızda elde ettiğimiz bu bulgu yapılan başka çalışmalardan elde edilen bulgularla örtüşmektedir. ...
Eğitim alanındaki yeni araştırmalar ve uygulamalar geleneksel öğrenme, öğretme ve değerlendirme
yaklaşımlarını da derinden etkilemektedir. Bu değişim süreci öğrencinin öğrenmesini sadece sınırlı bir zaman
diliminde çoktan seçmeli sorulara verdiği cevaplara bakarak değerlendirmekten ziyade, öğrencinin öğrenme
sürecinde bireysel ve grup olarak gösterdiği performanslarını da değerlendirilmeye katılmasını gerekli
kılmaktadır. Bu nedenle, yapısalcı öğrenme teorisiyle tutarlı olan alternatif değerlendirme tekniklerinden
“bireysel gelişim dosyası”nın (portfolio assessment) matematik eğitim alanında kullanımı gittikçe
yaygınlaşmaktadır. Çalışmanın amacı, matematik dersine yönelik alternatif bir değerlendirme aracı olarak
geliştirilen bilgisayar destekli bireysel gelişim dosyasının (BDBGD) eğitim sistemi içinde uygulanabilirliğini
ortaya koymaktır. İlköğretim 7.sınıf matematik dersine yönelik geliştirilen bireysel gelişim dosyasının 2 haftalık
pilot çalışması yapıldı. Asıl çalışma ise 2002-2003 öğretim yılında Trabzon ilinde 2 farklı ilköğretim okulunda
görev yapan 2 matematik öğretmenin kendi sınıflarında bir dönem boyunca uygulanmasıyla gerçekleşmiştir.
Veriler, uygulama sürecinde ve sonunda öğretmenlerle gerçekleştirilen mülakatlardan, araştırmacının edindiği
gözlem ve izlenimlerden elde edilmiştir. Verilerin analizinde üçgenleme (triangulation) tekniği kullanıldı.
Bireysel gelişim dosyası uygulamasının üstün ve zayıf yönleri öğretmenlerin görüşleri ışığı altında tartışıldı. Bu
çalışma, BDBGD’nın öğrencinin geleneksel ölçme değerlendirme araçlarına göre daha gerçekçi ve ayrıntılı
olarak izleme ve hakkında daha isabetli kararlar alma imkanı sunduğunu ve eğitim sistemimiz içinde alternatif
bir değerlendirme aracı olabileceğini ortaya koymuştur.
... Araştırmalar portfolyo değerlendirme yönteminin nasıl uygulanması gerektiği ile ilgili bir çok teorik çalışmanın bulunmasına rağmen, öğrencilerin portfolyo uygulamasıyla ilgili görüşlerini yansıtan çalışmaların sınırlı kaldığını ortaya koymaktadır (Dut-Doner ve Gilman, 1998;Mokhtari ve diğ., 1996;Cicmanec ve Viecknicki, 1994). Bu nedenle, günümüzde geleneksel ölçme ve değerlendirme yaklaşımlarına alternatif olduğu kabul edilen portfolyonun bir değerlendirme aracı olarak eğitim sistemimizde uygulamaya konması, uygulama sürecinde karşılaşılan problemlerin tespit edilmesi, uygulama sonuçlarının alınarak daha sonra yapılacak çalışmalara rehber olması oldukça önemlidir. ...
... Previously researches (Dut-Doner and Gilman, 1998;Mokhtari and at el, 1996;Cicmanec and Viecknicki, 1994) state that although it has been many theoretical studies about portfolios, little research has been done concerning how students feel about being evaluated by portfolios. Therefore, it is important an attempt to understand how students perceived their experience with portfolio assessment or the advantages and limitations of portfolio assessment that student have identified. ...
... This leads to inconsistency/unfairness in grading, thereby making inter-rater reliability very difficult to obtain (Herman and Winters, 1994;Koretz et al., 1994;Meeus, Van Petegem, and Engels, 2009;Stecher, 1998). In this regard, portfolios may be seen as less reliable or fair than multiple choice tests (Cicmanec and Viecknicki, 1994). Thus, when portfolios are developed and used, their disadvantages should be considered. ...
The purpose of this study was to ascertain the views of pre-service mathematics (PSM) teachers on the use of portfolios as an alternative assessment method. This study was conducted with 146 Turkish PSM teachers participating in a semester-long portfolio assessment application. Data were collected with a questionnaire comprising 34 items on a 5-point Likert-type scale. Data were analyzed using SPSS 15.0 software and presented with frequency and percentage. The findings indicated that most of the PSM teachers believed that the portfolio assessment application facilitated an active learning process, allowed them to monitor their progress and to remedy their deficiencies, and to gain professional knowledge and experiences in portfolio assessment method. However, it was determined that they were most challenged by time management. This study revealed that use of the portfolio assessment contributed to the PSM teachers' individual, social, and professional development.
... Validity and reliability. Several studies and review articles used conventional measurement theory as the criterion against which to judge published classroom tests (Frisbie, Miranda, & Baker, 1993), portfolios (Cicmanec & Viechnicki, 1994), teachers' knowledge (Impara, Plake, & Fager, 1993), teachers' reported beliefs and practices (Frary, Cross, & Weber, 1993;Mertler, 2001;Traub, 1990), and student teachers' lesson plans (Campbell & Evans, 2000). In all of these studies, someone or something is found wanting. ...
The practice of classroom assessment occurs at the intersection of three teaching functions: instruction, classroom management, and assessment. Theory relevant to studying classroom assessment comes from several different areas: the study of individual differences (e.g., educational psychology, theories of learning and motivation), the study of groups (e.g., social learning theory, sociology), and the study of measurement (e.g., validity and reliability theory, formative and summative assessment theory). This article explores how intersections of these areas have played out in the classroom assessment literature over the last 20 years. Some literature has emphasized one practical function or theoretical tradition; some literature has blended several. Overlapping theoretical traditions are opportunities both for richness of understanding and for tensions and conflicts.
... Scoring a portfolio may be seen as less reliable or fair than multiple choices test scores (Cicmanec & Viecknicki, 1994). When the specific, clear, and measurable criteria for each item are used in portfolios, the reliability of portfolios can increase. ...
Recent educational developments such as constructivism and multiple intelligence theories as well as society requested new trends engendered to radical change in traditional approaches of instruction and assessment. For this reason, alternative assessment approaches are needed in assessing both learning process and learning product. Nowadays, one of the alternative assessment techniques used in various disciplines such as mathematics, science and social sciences so forth is portfolio. The purpose of this study was to introduce portfolio assessment method which is used commonly in educational contexts recently. To achieve this aim, some information of portfolio such as its definition, its developing process, selection of contexts, its advantage and disadvantage were presented. Also, portfolio assessment method is compared with traditional one in terms of different aspects. Further, to exploit portfolio assessment method effectively some suggestions were made.
In order to identify the potential benefits and challenges of implementing student portfolios as quality mathematics assessment, a pilot study was conducted with teachers in various secondary school settings. The multi-case study consisted of five teacher participants from geographically and demographically differing contexts, four in the USA and one in Canada. They were interviewed and surveyed, exploring their motivations for utilizing a portfolio system of mathematics assessment for the 2020–2021 school year, the design of their portfolio system, and resultant impacts on student dispositions around mathematics. Each participating teacher implemented different structures of portfolio assessment, including the types of items included and how the items were assessed. Results showed that compared to traditional multiple-choice tests, teachers felt portfolios were a better reflection of their students’ “extra-mathematical” skills, such as problem-solving and persistence. Teacher surveys and interviews also demonstrated confidence that the use of portfolios as assessment was superior to more traditional measures in terms of adhering to good pedagogical practices. Through questionnaire data and interviews, teachers reported portfolios were particularly beneficial for students for whom English is not their primary language, as well as students with special needs. The paper lays the groundwork for additional research studies in the area of student mathematics portfolios based on the provided framework.
Mathematical creativity and self-regulated learning (SRL) have been frequently explored in many previous studies in the mathematics education field because of their importance to be developed in the twenty-first-century era. Many studies more emphasize learning strategies or developing instructional media or material to support students in developing those two competencies. However, the use of portfolio assessment in supporting the development of students’ mathematical creativity and SRL has not been sufficiently explored so far. Accordingly, this study intended to fill in that gap by providing a concise description of it with an emphasis on the extent to which a portfolio assessment can be used in fostering students’ mathematical creativity and SRL and the challenges surrounding it. This literature review employed the Search, Appraisal, Synthesis, and Analysis (SALSA) method to achieve the objectives of this study. This study revealed that portfolio assessment can be used to promote students’ mathematical creativity by allowing students to involve in open-ended investigations and it can foster students’ SRL by allowing students to involve in self-assessment and self-reflection activities and improve their self-efficacy. The challenges surrounding using portfolio assessment are related to task selection, time allocation, and validity and reliability issues.
The practice of classroom assessment occurs at the intersection of three teaching functions: instruction, classroom management, and assessment. Theory relevant to studying classroom assessment comes from several different areas: the study of individual differences (e.g., educational psychology, theories of learning and motivation), the study of groups (e.g., social learning theory, sociology), and the study of measurement (e.g., validity and reliability theory, formative and summative assessment theory). This article explores how intersections of these areas have played out in the classroom assessment literature over the last 20 years. Some literature has emphasized one practical function or theoretical tradition; some literature has blended several. Overlapping theoretical traditions are opportunities both for richness of understanding and for tensions and conflicts.
This research was done to analyse the effect of teaching the fifth class unit " Change of Matter" that supported by parent education on students' academical success and attitudes in Science and Technology course. The research is a quasi experimental study; in this research experimental figure consisting of pre-test, last-test control group was used. Study group of this research was 60 fifth grade students, 30 of them was the experimental group, the rest was the control group, in 2013-2014 education year at Hürriyet Secondary School in Adıyaman. In the study data collection tool, academic achievement-test, the attitude scale towards science and technology and student interview form were used. The data of the questionnaires was collected systematically and analysed. According to the data obtained from the study; it can be said that parent education has a positive effect on students' academical success and it increases the students' readiness and school-family cooperation. It can be said that parent education has a positive contribution to students' other courses as it increases school-family cooperation and communication. In this cese, it can be suggested that plans about parent education can be done in order to increase the productivity in science and technology and other courses. It is also suggested that plans about employing more manageress can be put into practice in order to increase productivity in school management and family relations.
This study was performed to determine whether it is practical to use portfolios in settlement areas with various socioeconomic conditions. A Likert-type scale and open-ended questions were used as a means of data collection. The data was analyzed using qualitative and quantitative techniques. We concluded that when portfolio assessment methods cannot effectively be applied every settlement areas, they are useful to uncover student success and capabilities. However, it also concluded that implementation of the portfolio is not appropriate for some settlement areas because students, teachers, parents and schools are deprived of certain resources and opportunities in terms of education. In addition, it was determined that teachers encountered some barriers to practice portfolios and develop product files. Therefore, the portfolio assessment method should not be recommended without reservation as alternative assessment tool in not suitable settlement areas.
The search to find better ways to assess students' learning is supported by teachers who for years have been saying, “Tests don't show what my students have learned.” Portfolio assessment is being used in many state assessment programs (Aschbacher 1990) and appears to focus on strategies that are consistent with the NCTM's Curriculum and Evaluation Standards (1989). Of course, the practice of having students keep a notebook or folder of work over time is not new, but “assessment portfolio” is more than a new name for an old classroom practice. Recognizing the difference will insure that portfolios do not become “fat grade books,” which are inefficient burdens for both teachers and students to manage.
Increasing concern in professional education has focused on the gap between thought and action, theory and practice, the academy and the everyday world. Reflection, a process of reviewing, reenacting, and analyzing one's performance, has been proposed as a process in which a professional can learn from experience. The purpose of this article is to report the results of a project that piloted the use of portfolios as a vehicle for professional development and reflection in two health professions, nursing and physical therapy. Evaluation results obtained through a qualitative content analysis of student portfolios and studentfeedback data suggest that student reflection on professional development was promoted, although the portfolios varied in their structure and complexity. Identified portfolio components and implementation benefits and barriers are relevant findings for educators wishing tofacilitate reflection.
Assessment instruments of the future will probably be composed of a combination of different types of questions. Even though different kinds of questions require different scoring procedures, there may be a need to have those different scores combined as a composite. In this article, we describe how mixtures of such scores may be efficaciously combined. Also, if no post hoc adjustment is desired, we provide two characterizations of measurement effectiveness to aid in making unadjusted score combinations efficient. In addition, we explore the implications for test construction of some typical findings.
This article contains four sections. The Nature of Assessment section explores the values manifested in the assessment, the clarity of the standards, the need to incorporate cognitive and motivational psychology, and the potential impact of the assessment on classroom instruction. The Properties of Effective Tasks section discusses the structural elements of effective tasks and issues related to students as problem solvers. The Making Tasks Meaningful and Engaging section calls for embedding tasks in "messy" real-world contexts. The Process of Developing Effective Performance Tasks section offers practical suggestions on the issues of who should be involved, sources of ideas for assessment, and how teachers are the critical change agents in achieving world class standards.
Issues pertaining to the quality of performance assessments are discussed. Traditional concepts of reliability and validity are important to performance tasks in that they help to establish the contexts in which such measures can be appropriately used and to create caveats for interpretation of results. Examples, both historical and contemporary, show a remarkable degree of consistency in the characteristics of data from human judgments of performance, data that bear directly on matters of trustworthiness and correctness of inferences from samples of complex performance. In particular, direct assessments of complex performance do not typically generalize from one task to another and thus require careful sampling of tasks to secure an acceptable degree of score reliability and validity for most uses. These observations suggest the pressing need for greater quality control in the design and execution of performance assessments. If such assessments are to have lasting effects on instruction and learning, then their technical properties must be understood and appreciated by developer and practitioner alike.
Authentic measurement has become an important topic recently. Advocates of authentic measurement feel that objective tests, particularly multiple choice tests, cannot meet the demands required of today's tests and should be replaced by tests that can be closely matched to instruction and can assess higher order cognitive skills. In this article, we address the validity of several popular criticisms of objective tests and, where appropriate, consider the viability of some of the alternatives. The four criticisms of objective tests are that they (a) foster a one-right answer mentality, (b) narrow the curriculum, (c) focus on discrete skills, and (d) underrepresent the performance of low-socioeconomic status (SES) examinees. We suggest that the evidence against multiple choice tests is not nearly as strong as has been claimed, it remains to be proven whether authentic measurements are always better, and substantially more research regarding the strengths and weaknesses of various item formats for meeting particular measurement needs should be carried out.
Portfolio assessment is one of the most interesting and widely discussed of the new alternative assessments. In this paper we explore the portfolio metaphor as it is applied to literacy portfolios. We suggest that portfolios provide a powerful tool for the enhancement of instruction and assessment, addressing educators' concerns about authentic assessment, documentation of academic progress, and teacher and student involvement. However, we caution that there are many important and unresolved issues that must be confronted if portfolio assessment is to succeed. Fundamental issues of validity and reliability must be addressed as well as practical issues of implementation, standard setting, sufficient resources, and teacher expertise. We argue that the ultimate success of portfolios will rest on our ability to communicate portfolio-based assessment information to others. We offer the teacher's class portfolio as a promising strategy for aggregating and reporting information, while preserving the integrity of individual student portfolios and teacher judgment. Whether the emphasis is on individual student portfolios or classroom portfolios, educators must be committed to the staff development and additional research that portfolio assessment demands.
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Educational assessment is undergoing rapid change in American schools. The changes are easy to see. But the underlying causes are not so easy to detect. As a result, we have yet to realize the depth of the change taking place and its importance for the future of our educational system. In fact, over the past 2 years, we have seen the end of a six-decade assessment era and the beginning of a whole new era, in my opinion. In this article, I describe the old era in terms of its origins, characteristics, and the reasons for its demise. Then, I turn to the new era, discussing how it will be different and detailing four critical challenges to be met by the assessment community if we are to make a smooth transition between apparently conflicting eras.
In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality of educational assessments are judged, and a set of criteria that are sensitive to some of the expectations for performance-based assessments is proposed.
This book grew out of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Science Education that focused on assessment issues in mathematics education. The book's 16 chapters focus on clarifying and articulating the goals of assessment and instruction. They are divided into five parts. Part I Assessment Objectives, contains the following chapters: (1) Trends, Goals, and Priorities in Mathematics Assessment (Richard Lesh and Susan Lamon); (2) Assessing Authentic Mathematical Performance (Richard Lesh and Susan Lamon); (3) Toward an Assessment Framework for School Mathematics (Gerald Goldin); and (4) Research and Classroom Assessment of Students' Verifying, Conjecturing, and Generalizing in Geometry (Daniel Chazan and Michal Yerushalmy). Chapters in part II, New Items and Assessment Procedures, are: (5) Balanced Assessment of Mathematical Performance (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (6) Assessment of Extended Tasks (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (7) Moving the System: The Contributions of Assessment (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (8) Assessing Mathematical Skills, Understanding, and Thinking (Jan de Lange); and (9) Thinking Strategies in Mathematics Instruction: How Is It Possible? (Leen Streefland). Part III, New Perspectives on Classroom-based Assessment, contains chapters (10), A Teacher's Struggle to Assess Student Cognitive Growth (Carolyn Maher, Robert Davis, and Alice Alston), and (11), Assessing Understanding of Arithmetic (Herbert Ginsburg, Luz Lopez, Swapna Mukhopadhyay, Takashi Yamamoto, Megan Willis, and Mary Kelly). Chapters in part IV, New Types of Scoring and Reporting, are: (12) Toward a Test Theory for Assessing Student Understanding (Robert Mislevy, Kentaro Yamamoto, and Steven Anacker); (13) Interpreting Responses to Problems with Several Levels and Types of Correct Answers (Susan Lamon and Richard Lesh); and (14) Using Learning Progress Maps to Improve Educational Decision Making (Richard Lesh, Susan Lamon, Brian Gong, and Thomas Post). Part V on difficulties, opportunities, and future directions in assessment contains chapters (15), Future Directions for Mathematics Assessment (Richard Lesh, Susan Lamon, Frank Lester, and Merlyn Behr), and (16), The Intellectual Prices of Secrecy in Mathematics Assessment (Judah Schwartz). (MDH)
An Oregon elementary teacher encouraged a group of fourth grade students in a writing pullout program to share their writings in a portfolio she was assembling for an education class. The kids all volunteered their writing, learned to express themselves better, and asked to create their own portfolios. The experience fostered student ownership, pride, and high self-esteem. (MLH)
Mathematics portfolios need not be limited to problem-solving efforts. When California algebra teacher asked students what portfolio contents would show their effort and learning, they suggested daily notes, personal budget and lottery projects, scale drawing, their best and worst tests, weekly problems, daily class notes, and homework. Students graded each others' portfolios and are working on "son of portfolio." (MLH)
In this non-experimental study, a model was developed for portfolio assessment based on definitions and applications in the assessment literature. This model describes portfolio components, scores to be computed, and uses to be made of the scores. The literature was then reviewed to find examples of actual applications that would provide realistic estimates of statistical characteristics of assessment results. Estimates of statistical characteristics were also obtained from performance assessments similar to portfolios. The model and estimates were then used to estimate characteristics of an operational large-scale portfolio assessment program. Estimates were obtained of reliability of results, score distribution characteristics, and the validity of the procedure for writing evaluations for 12th graders. The analysis suggests that a well-structured and carefully scored portfolio assessment has the potential to provide scores that meet standards of reliability required for use with individual students. By developing a score that is the sum of the scores on the various portfolio entries, useful discriminations can be made among students. A factor that has not been considered is the cost of obtaining the expected results, which would undoubtedly be high. One table presents analysis results, and one graph shows composite score reliabilities. (SLD)
In a New Hampshire school, literacy portfolios enable students to plan a relevant curriculum for themselves. After learning what each student values, teachers seek ways to honor students' concerns and outside interests. Instead of passively awaiting the next assignment, students make their own plans and, with teacher coaching, become better writers while completing self-assigned tasks. (11 references) (MLH)
Recent documents like the National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards for School Mathematics" have described coming changes in the mathematics curriculum and evaluation. Operating from the point of view that instruction and assessment are closely linked, that good teachers constantly assess students informally, that student self-evaluation is a vital part of learning, that formal assessments are stronger if they relate closely to the content and form of classroom instruction, and that documentation of assessment is important in connecting classroom work to external evaluation, this booklet provides a collection of assessment techniques that focus on student thinking. The examples are presented in five sections. The first section presents shifting practices in assessment and discusses myths of teaching and testing, needed changes in current practices, and a sample assessment plan. The second section discusses performance assessment in mathematics and suggests methods to develop and utilize performance tasks. The third section discusses the use of observations, interviews, conferences, and questioning techniques in assessment and provides helpful hints for using these methods and documenting the results. The fourth section discusses mathematics portfolios and includes a sample portfolio, selected goals and suggestions for contents, and methods of managing and assessing portfolios. The fifth section presents methods of implementing models of assessment that discuss documenting and reporting results to students, parents, and administrators, assigning grades, assessing homework, evaluating student participation, and promoting student self-assessment. A bibliography contains 26 references and an index is included. (MDH)
This April 2011 article is a reprint of the original May 1989 (V70N9) article and includes a new one-page introduction (on page 63 of this issue) by the author. The problem of assessment in education persists, the author maintains, because we have not yet properly framed the problem. We need to determine what are the actual performances we want students to be good at, he urges, define authentic standards and tasks to judge intellectual ability, and then design a test that measures the performance. The article focuses on the authentic test, which is a contextualized, complex intellectual challenge, rather than a collection of fragmented and static bits or tasks.
Assisted by a state grant, teachers and students at a rural Wyoming elementary school are using a laser disc portfolio assessment system. Recognizing that child development requires more than cognitive growth, students, staff, and parents will use the new system to determine children's growth in verbal ability, physical accomplishment, artistic achievement, and self-assurance. (MLH)
Do we need an independent auditing mechanism for standardized testing? How effective are existing approaches for maintaining high standards of test development and use? What approaches to auditing testing seem promising?
What has been learned from performance based mathematics and science assessment in Connecticut? Paper presented at the Education Commission of the States/Colorado Department of Education Assessment Conference
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Schoolwide portfolios
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Validity evidence for cognitive complexity of peiformance assessments: An analysis of selected OUASAR tasks
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Two disciplines of educational assessment. Paper presented at the Education Commission of the States Assessment Conference
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