Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, John O.; Bachor, Dan; Baer, Markus |
|---|---|
| Titel | Using Portfolio Assessment To Study Classroom Assessment Practice. |
| Quelle | (2001), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Academic Achievement; Decision Making; Elementary Education; Elementary School Students; Elementary School Teachers; Grades (Scholastic); Grading; Preservice Teachers; Student Evaluation; Student Journals; Teacher Attitudes; Teacher Education |
| Abstract | This study focused on one task that is characteristic of teacher responsibilities and activities in the school: the evaluation of student achievement. It involved 127 preservice elementary school teachers who assessed the performance of 3 simulated students on 6 language arts tasks. Information collected included the marks assigned to students on various submitted assignments and tests and the journal entries of the student teachers. The study continues an investigation into the procedures and information bases preservice teachers use in making judgments about student achievement. The marks and grades that each student teacher generated were summarized and compared across the three simulated students to determine the extent to which the student teachers viewed their three students as distinct in their achievement in language arts. The interpretive analysis of the student teachers' journals suggests that the vast majority of these novice teachers made conservative decisions, staying close to the evidence they were given. When they had concerns, the concerns centered on their own competence or lack of background, on the appropriateness of an assignment for a particular child, and on checking to see if a student needed more help. Study findings support the view that evaluation of student achievement is not a simple process. The data show that final marks are not the same thing as final letter grades, although they are closely related. Educators have characteristic predilections to mark or grade high or low, and elements other than marks awarded to specific achievement products enter into the creation of final marks and letter grades. Results also demonstrate the potential of the portfolio approach to collecting information about the evaluation of student achievement by teachers. (Contains 11 tables and 22 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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