Susan Callahan's research while affiliated with Northern Illinois University and other places
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Publications (4)
This article presents a case study of a high school English department's decision-making process during portfolio scoring to call attention to one of the unintended consequences of using portfolios for accountability. Applying Fritz Oser's definition of a moral conflict, as well as his hierarchy of decision-making strategies, I analyze the teachers...
As reflective writing plays a more prominent role in pedagogy and in assessment, teachers need a greater awareness of the assumptions they bring to the task of assigning and reading reflective texts. Beginning with the question, “What constitutes good reflection?” this study describes how one instructor used the Myers–Briggs Type Indicator (MBTI) t...
This article examines the response of one high school to three of the explicit aims of the Kentucky writing portfolio assessment as these aims are described in the Kentucky Writing Portfolio Teacher's Handbook. In revealing some of the intended and unintended consequences of the state's attempt to use the assessment to shape school writing programs...
This article reviews the history of writing portfolios, emphasizing the differences between portfolios that are designed primarily for instructional purposes and those that are intended to serve as formal tests. It suggests that because even carefully designed portfolio systems often do not function quite as intended, portfolio users should expect...
Citations
... 186). Callahan (2001) examined the effect of the Kentucky writing portfolio on a high school's English department. The portfolios were introduced as part of the KERA to address inequalities in schools and to encourage teachers to embrace an alternative to standardized testing. ...
... Besides, relating to their manners, many researchers have focused on the relationship of the two personality traits with speaking and writing performance. Many research studies showed that extrovert students perform better in speaking, meanwhile the introvert ones showed better achievement in writing [24][25][26][27][28]. Meanwhile, there are some previous studies which claim that personality traits do not affect students' language performance [29][30][31]. ...
... Moreover, and as reported by a parent (research field notes), another relevant feature of the EFL pedagogic approach was the potential of using an individual portfolio. This tool became especially useful in that it actively involved learners in creating foreign language literacy knowledge for themselves (Callahan, 1995). Thus, as Gilbert (1993) notes, the use of portfolios is assumed to promote young children's involvement in foreign learning and is therefore suitable to classrooms that are "student-focused" rather than "teacher-focused." ...
... Noticeably missing from this early study is evidence directly related to construct validity and construct representation within the assessment program. Callahan's (1999) study of the impact of Kentucky's state-wide portfolio assessment programs provides a validity argument constructed around intended uses of the assessment program. Callahan draws on Shepard (1993), Kane (1992), Messick (1988Messick ( , 1989 and Linn (1994) to position this validation study as an examination of the interpretive argument, the value implications, and the social consequences of test use. ...
