September 2009
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12 Reads
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1 Citation
Journal of Educational Measurement
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Publications (5)
March 2009
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3 Reads
International Journal of Testing
June 2001
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8 Reads
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1 Citation
Journal of Educational Measurement
April 1994
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3 Reads
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11 Citations
Educational Assessment
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.
8 Reads
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8 Citations
Citations (3)
... There are several important books that support changing the grading procedures and/or policies in schools. Trumball and Farr (2001) begin with an analysis of dueling paradigms and highlight why dated methods of grading and reporting prevent other reforms from occurring in schools. They say, -…but the problem in this case is that grading and reporting practices have not generally made the same shift, and thus schools have been operating with dual, competing paradigms within their accountability systems‖ (p. ...
- Citing Article
June 2001
Journal of Educational Measurement
... 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). ...
- Citing Article
April 1994
Educational Assessment
... Hümanist (insancıl) kontol ideolojisine sahip öğretmenler; öğrencilerle çift yönlü iletişim kurarlar, öğrencilerin sınıf içi eğitsel süreçlerde söz hakkı olduğunu desteklerler, öğrencilere sıkı disiplin kurmak yerine onların öz-disiplin geliştireceklerine inanırlar, öğrencilerin hatalarını doğruya ulaşmak için bir basamak olarak görme inacındadırlar (Baş, 2011;Cicmanec, Johanson ve Howley, 2001;Hoy ve Miskel, 2010;Hoy ve Forsyth, 1986). ...
- Citing Article