Search results for: Portfolio assessment
Page 2/3 23 items
This article explores the possible role of teaching portfolios as an effective tool both for the negotiation of identity and for the demonstration of teaching competence. Through examining the perceptions of teachers who are in their first five years of teaching, the authors seek to re-frame teaching portfolios in relation to repertoires of practice, a sociocultural historical phrase referring to shared competencies within a given community. The authors conclude that this re-framing enables novice teachers to understand competencies as the repertoires of the teaching profession and that they can enact these repertoires, or competencies, through a range of different practices.
Updated: Sep. 05, 2010
Assessment plays an integral role in teaching and learning in higher education and teachers have a strong interest in debates and commentaries on assessment as and for learning. This article reports on a project experimenting with interview panels as authentic assessment with preservice early childhood teachers. At the end of their first semester of study, students enrolled in the Graduate Diploma of Education program at the Queensland University of Technology in Australia were required to participate in a panel interview where they were graded by a panel made up of three faculty staff and one undergraduate student. Results indicated that both students and staff valued the experience and felt it was authentic.
Updated: Sep. 02, 2010
This study used Engeström's Cultural- Historical Activity Theory (1987) to examine how portfolio tools, along with external influences and institutional contexts, mediate the experiences of preservice teachers creating program-required portfolios. The analysis revealed the networked nature of portfolio authorship and tensions arising from the network of activity.
Updated: Mar. 02, 2010
Portfolios are widely used as instruments for assessment in initial teacher education courses.The article reports on the design process of one portfolio assignment that has been developed specifically to capture students' classroom performance and development in their portfolio.
Updated: Mar. 26, 2009
The participants in Boston College's 'Teachers for a New Era' Evidence Team designed a portfolio of assessments and studies in order to make decisions about teacher education policy and practice that were informed by research and evidence. This paper describes one project in the portfolio - a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre-service period to teachers in the first few years of work in the profession.
Updated: Feb. 02, 2009
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. The authors analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire.
Updated: Jan. 21, 2009
The usage of portfolio methods to document professional development in teaching is increasing in Germany, but despite its proliferation, the issue of how the effects of portfolio methods can be determined has received little attention. In this two-part study, the attitudes of both pre-service teachers and teacher educators toward portfolio are investigated and an attempt is made to identify the effects of portfolio on the competences and attitudes of the pre-service teachers. Results suggest that the efficiency of the portfolio method depends both on personal competences and on the framing within the training program.
Updated: Jan. 15, 2009
A reflection in the portfolios of student teachers was conducted. 39 learning portfolios were analysed through theory on learning activities. When looking back on their development as teachers, the students discussed individual experiences which had been important to them, as well as making connections between different experiences over a period of time. The student teachers made less use of the portfolios to gain a better understanding of situations and developments that had occurred.
Updated: Jul. 27, 2008
A qualitative study regarding portfolio-focused teacher learning was conducted. Findings indicate that most students found the process of selecting artifacts, reflecting on coursework and fieldwork experiences while constructing their teaching portfolios contributed to their growth and development.
Updated: Jul. 23, 2008
Portfolio assessment is the topic of the study, which aimed to find a more rigid standard to operate within a uniform line in rating appraisals. The authors look for practices in portfolio appraisals in search of criteria in rating the quality of portfolio materials. In the context of teacher education, they find authentic portfolio document to be rated by different assessors to gauge and compare their quality of rating and criteria use.
Updated: Jun. 12, 2008