Journal article
Changes in Secondary Teachers' Perceptions of Barriers to Portfolio Assessment
Assessing writing, Vol.6(1), pp.85-105
1999
DOI: 10.1016/S1075-2935(99)00004-5
Abstract
Portfolio assessment has become a popular medium for merging classroom assessment with large-scale testing, but adoption of portfolios in the classroom for external assessment purposes may be difficult because the use of such portfolios may require changes in the curriculum, instruction, and assessments used by teachers. As a result, there are numerous potential barriers to the adoption of portfolios that can be used for large-scale assessment purposes. This study investigates how secondary teachers' perceptions of portfolio implementation barriers changed when teachers participated in a 1-year portfolio implementation effort. Survey results are analyzed with a Rasch rating scale model. Results suggest that teacher' apprehension about portfolio barriers increased slightly, but that this increase can be attributable to teachers with little portfolio experience. Furthermore, teachers' concerns about the amount of time required to develop and score portfolios increased substantially while concerns about the availability of resources and resistance from parents decreased. © 2000 Elsevier Inc.
Details
- Title: Subtitle
- Changes in Secondary Teachers' Perceptions of Barriers to Portfolio Assessment
- Creators
- Edward W. Wolfe - Michigan State UniversityChris W.T. Chiu - Michigan State UniversityMark D. Reckase - Michigan State University
- Resource Type
- Journal article
- Publication Details
- Assessing writing, Vol.6(1), pp.85-105
- DOI
- 10.1016/S1075-2935(99)00004-5
- ISSN
- 1075-2935
- eISSN
- 1873-5916
- Number of pages
- 21
- Language
- English
- Date published
- 1999
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9985123700102771
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