Interrogating the Generalizability of Portfolio Assessments of Beginning Teachers: A Qualitative Study

dc.creator	Pamela A. Moss
dc.creator	LeeAnn M. Sutherland
dc.creator	Laura Haniford
dc.creator	Renee Miller
dc.creator	David Johnson
dc.creator	Pamela K. Geist
dc.creator	Stephen M. Koziol
dc.creator	Jon R. Star
dc.creator	Raymond L. Pecheone
dc.date	2004-07-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:32:29Z
dc.date.available	2015-08-12T11:32:29Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/810555e20c024febafcccb60303d5336
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31182
dc.description	This qualitative study is intended to illuminate factors that affect the generalizability of portfolio assessments of beginning teachers. By generalizability, we refer here to the extent to which the portfolio assessment supports generalizations from the particular evidence reflected in the portfolio to the conception of competent teaching reflected in the standards on which the assessment is based. Or, more practically, “The key question is, ‘How likely is it that this finding would be reversed or substantially altered if a second, independent assessment of the same kind were made?’” (Cronbach, Linn, Brennan, and Haertel, 1997, p. 1). In addressing this question, we draw on two kinds of evidence that are rarely available: comparisons of two different portfolios completed by the same teacher in the same year and comparisons between a portfolio and a multi-day case study (observation and interview completed shortly after portfolio submission) intended to parallel the evidence called for in the portfolio assessment. Our formative goal is to illuminate issues that assessment developers and users can take into account in designing assessment systems and appropriately limiting score interpretations.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/187
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 12, p 32 (2004)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Interrogating the Generalizability of Portfolio Assessments of Beginning Teachers: A Qualitative Study
dc.type	article