Literaturnachweis - Detailanzeige
| Autor/inn/en | Baker, Eva L.; Linn, Robert L. |
|---|---|
| Institution | National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. |
| Titel | Writing Portfolios: Potential for Large Scale Assessment. Project 2.4: Design Theory and Psychometrics for Complex Performance Assessment. Design and Analysis of Portfolio and Performance Measures. |
| Quelle | (1992), (28 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Assessment; Elementary Education; Elementary School Students; Evaluation Methods; Evaluators; Grade 1; Grade 3; Grade 4; Holistic Approach; Intermediate Grades; Performance Based Assessment; Portfolios (Background Materials); Scoring; Student Evaluation; Writing Evaluation; Writing Improvement |
| Abstract | The use of portfolio assessment as a method of evaluating the writing competence of elementary school students was studied. The study contained two components: (1) an empirical study of the utility and meaningfulness of using an analytic rubric developed for the evaluation of traditional writing samples to score student portfolios; and (2) a qualitative analysis of scoring approaches, drawing on raters' critiques of the analytic scoring approach. Data came from 5 portfolios for grade 1, 23 portfolios for grade 3, and 6 portfolios for grade 4. The rubric used was a well-motivated and well-researched method. The three raters were experienced in the scoring rubric. Results provide some support for the values of a well-motivated writing rubric both for samples of classroom writing and for portfolio collections. Results indicate that, when compared to traditional writing assessment, holistic ratings of class work and of portfolio collections can be achieved with a high level of rater agreement and the ratings can discriminate among grade level and genre differences in students' competence. Raters raised several concerns about portfolio design, emphasizing that the design of a rubric must be coordinated with the design of the portfolio collection. The importance of considering domains of assessment and the utility of portfolios for large-scale assessment are discussed. One table and 22 references are included. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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