Doctoral Dissertations

Date of Award

8-1992

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Teacher Education

Major Professor

Thomas N. Turner

Committee Members

John Ray, J. Estill Alexander, Michael Hannum

Abstract

Questions are being raised about the authenticity of standardized tests as a way of assessing student learning. Authentic assessment is the intent of the trend towards-portfolio assessment. Changes in instructional practices, particularly in the area of language arts, have created a demand for changes in assessment practices as well. Portfolio assessment was named as one of the top three curriculum trends by the Association for Supervision and Curriculum Development. This implies that many educators and administrators have changed their views on standards and procedures used to evaluate student learning. The present study focused on portfolio assessment programs currently being used in various schools throughout the United States. An inquiry letter was sent to all identifiable sources of portfolio assessment programs based on a literature search. Twelve complete portfolio assessment programs were obtained. These programs were developed for grades kindergarten through twelve and were designed to assess student learning in a variety of subject areas including mathematics, language arts, and fine arts. A qualitative content analysis was used to analyze the twelve programs. Categories used for the analysis were developed by Tierney, Carter and Desai of Ohio State University for the purposes of describing characteristics of portfolio assessment programs. Categories in the analysis were derived from the following: (1) stated or implicit purpose; (2) how data were used to make judgements; (3) what kinds of criteria were applied to data sources; (4) the involvement of the participants in the development of the portfolios; and (5) the types of summaries that were developed from the portfolios. Some of the conclusions drawn from the findings of the present study were as follows: 1. The contents of the portfolios varied according to the needs and purposes the portfolios were designed to meet. 2. The decisions made in terms of what content should be selected for the portfolios ranged from being completely in the hands of the students with some teacher guidance, to being totally mandated on a district or state wide level. 3. Some portfolios programs designed at the district or state level included checklists of skills and provisions for the inclusion of standardized test scores and procedures. 4. Some portfolio programs are structured and their content requirements and performances levels are predetermined to such an extent that they are portfolios in name only, and do not reflect the creativity, subjectivity, and complexity that is at the heart of this assessment alternative.

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