Performance Assessment and Electronic Portfolios: Their Effect on Teacher Learning and Education

This article explores the learning opportunities that standards-based portfolio assessment offers to promote teacher and faculty learning in teacher education. It discusses the impact on learning from two perspectives: that of teacher candidates and faculty using a paper-and-pencil approach for port...

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Bibliographic Details
Published in:The Clearing house 2005-03, Vol.78 (4), p.164-176
Main Authors: Pecheone, Raymond L., Pigg, Matthew J., Chung, Ruth R., Souviney, Randall J.
Format: Article
Language:English
Subjects:
College instruction
Education
Educational Testing
electronic portfolios
Evaluation Methods
Learning
Mathematics education
Mentors
performance assessment
Performance Based Assessment
Performance tests
Portfolio Assessment
Portfolios
Portfolios (Background Materials)
Preservice Teachers
Professional development
Science teachers
Scoring
Student teacher relationship
Teacher Characteristics
Teacher Education
Teacher Education Programs
Teacher Effectiveness
Teacher Evaluation
Teacher evaluations
Teachers
Teaching Methods
Treaties
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Summary:This article explores the learning opportunities that standards-based portfolio assessment offers to promote teacher and faculty learning in teacher education. It discusses the impact on learning from two perspectives: that of teacher candidates and faculty using a paper-and-pencil approach for portfolio development, mentoring, and scoring; and from that of teacher candidates and faculty who used an electronic platform (UCOPIS) for portfolio development, mentoring, and scoring. The first section of the article reviews the empirical literature studying the impact of performance assessments on teacher learning and elucidates methodological difficulties in measuring teacher learning. The second section points to the opportunities and challenges that electronic applications may provide for measuring changes in teacher knowledge and skills and for enhancing teacher learning.
ISSN:0009-8655
1939-912X
DOI:10.3200/TCHS.78.4.164-176