An Empirical Framework for ePortfolio Assessment

Autor/inn/en	Kelly-Riley, Diane; Elliot, Norbert; Rudniy, Alex
Titel	An Empirical Framework for ePortfolio Assessment
Quelle	In: International Journal of ePortfolio, 6 (2016) 2, S.95-116 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-622X
Schlagwörter	Electronic Publishing; Portfolio Assessment; Evaluation Methods; Accountability; Reliability; Validity; Data Collection; Scores; Demography; Evaluation Criteria; Disproportionate Representation; College Freshmen; Writing Instruction; Writing (Composition); Student Certification; Longitudinal Studies; Case Studies; Evidence; Justice; Statistical Significance; Correlation; Idaho; New Jersey + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Portfoliobeurteilung; Verantwortung; Reliabilität; Gültigkeit; Data capture; Datensammlung; Demografie; Studienanfänger; Schreibunterricht; Schreibübung; Schulzeugnis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Evidenz; Gerechtigkeit; Korrelation
Abstract	This research focuses on ePortfolio assessment strategies that yield important accountability and reporting information. Under foundational categories of reliability, validity, and fairness, we present methods of gathering evidence from ePortfolio scores and their relationship to demographic information (gender, race/ethnicity, and socio-economic status) and criterion variables (admission tests and course grades) as a means for stakeholders to ensure that all students, especially traditionally underserved students, strengthen their connection to the academy. Data is drawn from two sources: University of Idaho first-year writing program's ePortfolio student certification assessment (n = 1,208) and its relationship to the State of Idaho's K-20 longitudinal data collection system; and New Jersey Institute of Technology's longitudinal ePortfolio-based first-year writing program assessment (n = 210). Following results and discussion of these two case studies, we conclude by offering guidelines for quantitative reporting based on fairness as a framework for integrative and principled action. (As Provided).
Anmerkungen	Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep@vt.edu; Web site: http://www.theijep.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01