Collaborating To Create a Portfolio Assessment in a Small-Scale Evaluation Context.

Autor/inn/en	Johnson, Robert L.; Bergman, Teresa
Titel	Collaborating To Create a Portfolio Assessment in a Small-Scale Evaluation Context.
Quelle	(1996), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Cooperation; Early Childhood Education; Evaluation Methods; Family Literacy; Family Programs; Home Visits; Limited English Speaking; Literacy Education; Parent Child Relationship; Portfolio Assessment; Portfolios (Background Materials); Program Evaluation; Scoring; Test Construction; Test Validity; Nebraska (Lincoln) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Co-operation; Kooperation; Early childhood; Frühkindliche Bildung; Frühpädagogik; Family program; Familienprogramm; Hausbesuch; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Portfoliobeurteilung; Programme evaluation; Programmevaluation; Bewertung; Testaufbau; Testvalidität
Abstract	During the 1994-95 program year, the staff of Even Start, a family literacy program in Lincoln (Nebraska), and an evaluator collaborated to create a low-stakes, small-scale portfolio assessment to collect information on program impact. The small scale of the evaluation offered opportunities to involve the staff in each step of the portfolio creation process. Lincoln's Even Start program consists of four components: adult basic education, family literacy, early childhood services, and home visits. Family literacy portfolios were planned to demonstrate changes in parent-child interactions and reading resulting from the programs and home visits. Portfolios were prepared for 35 families, 17 of which spoke a language other than English as their primary language. Scoring rubrics were developed and participant results from the Home Screening Questionnaire (C. Coons and others, 1981) were used as an indicator of the validity of portfolio scores. The assessment effort showed that it is possible to create a portfolio system that measures family growth in literacy and parent-child relationships. Implications for program evaluation and continued portfolio development are discussed. An appendix contains checklists used in portfolio development and the portfolio scoring rubric. (Contains 2 figures, 7 tables, and 11 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC