Last edited by Mezil
Thursday, August 13, 2020 | History

1 edition of reliability of scores from the 1992 Vermont portfolio assessment program found in the catalog.

reliability of scores from the 1992 Vermont portfolio assessment program

reliability of scores from the 1992 Vermont portfolio assessment program

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Published by University of California, Center for the study of evaluation in Los Angeles .
Written in English

    Subjects:
  • Portfolios in education.,
  • Educational tests and measurements.

  • Edition Notes

    Includes bibliographical references.

    StatementDaniel Koretz ... [et al.]
    SeriesCSE technical report -- 355., Report (Center for the study of evaluation) -- 355.
    ContributionsKoretz, Daniel M., Center for research on evaluation, standards, and student testing., University of California ;. Center for the study of evaluation.
    The Physical Object
    Pagination22 p. ;
    Number of Pages22
    ID Numbers
    Open LibraryOL14704541M

    Effects of Student Self-Assessment on Knowledge Achievement and Academic Thinking. Paper presented at the Annual Meeting of the Integrated English Language Program-II (3rd, Cairo, Egypt, April 18–19, ). ERIC Document Reproduction Service No. ED Google Scholar.   The implementation of outcomes-based assessment and reporting systems in educational programs has been accompanied by a range of political and technical problems, including tensions between the summative and formative purposes of assessment and doubts surrounding the validity and reliability of teacher-constructed assessment tasks.

      Fig. 2 List of the objectives for Social-Emotional. (Reprinted by permission) Strengths and Limitations of the Assessment. Teaching Strategies GOLD® is convenient, practical, and efficient to use (Decker, ). It offers teachers the ability to create online portfolios and easily upload scans, photos, observation notes, and video clips. ©, Grant Wiggins. About the Author: Mr. Wiggins, a researcher and consultant on school reform issues, is a widely-known advocate of authentic assessment in education. This article is based on materials that he prepared for the California Assessment Program. This article originally appeared in Practical Assessment, Research & Evaluation, an online electronic journal.

    conduct research to support the validity and reliability of the assessment system. At the core of ourwork is the belief that a performance assessment Vermont Portfolio Assessment Program. - -- Wyoming. Wyoming Body of Evidence (BOE) impossible to compare scores of one portfolio to another. c) Validity and content issues. The value of portfolio assessment continues to be valued and codified in Vermont’s regulations. Section of the Program Approval regulations state, “An Individual Student Portfolio shall be maintained by the student and shall contain appropriate and sufficient documentation of an individual’s competence and growth as a beginning.


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Reliability of scores from the 1992 Vermont portfolio assessment program Download PDF EPUB FB2

This interim report presents RAND's basic findings about the reliability of scores from the first statewide implementation of portfolio program, in the school year. An earlier report from the RAND evaluation, The Vermont Assessment Program: Interim Report on Implementation and Impact, School Year (Koretz, Stecher, and Deibert, ), discussed the implementation and perceived impact of the by:   The reliability coefficients (ranging from to ) are low enough to seriously limit the use of the assessment results.

Despite the unreliability of individual student scores, statewide average scores are quite reliable because of the large numbers of students by: The Reliability of Scores from the Vermont Portfolio Assessment Program: Interim Report Author: Daniel Koretz, Daniel F.

McCaffrey, Stephen P. Klein, Robert M. Bell, Brian M. Stecher Subject: RAND, as part of the Center for Research on Evaluation, Standards, and Student Testing, has been evaluating the Vermont Assessment Program since The school year saw the second statewide implementation of the Vermont portfolio-assessment program, and RAND continued its ongoing evaluation of the program's implementation, effects, and data quality.

While the first year's study found evidence of the impact of the assessment program and low reliability of portfolio scoring, this year's evaluation focused only on the quality of Author: Daniel Koretz.

The reliability of scores from the Vermont Portfolio Assessment Program. Other Authors. Koretz, D. Bell, R. Klein, S. McCaffrey, D. Stecher, B. United States. Office of Educational Research and Improvement University of California, Los Angeles.

Center for the Study of Evaluation Physical Description. 1 online resource. Series. Interim report, the reliability of Vermont portfolio scores in the school year.

by Daniel Koretz, Stephen P. Klein, Daniel F. McCaffrey, Brian M. Stecher. Related Topics: New England; Citation. BibTeX @MISC{Koretz93thereliability, author = {Daniel Koretz and Stephen Klein and Daniel Mccaffrey and Brian Stecher and Daniel Koretz and Stephen Klein and Daniel Mccaffrey and Brian Stecher}, title = {THE RELIABILITY OF VERMONT PORTFOLIO SCORES IN THE SCHOOL YEAR1}, year =.

An evaluation of the program found mixed results--although the portfolio scores were unreliable for individual or school-level reporting and teachers had concerns about implementation, the assessment had marked positive effects on instruction.

This paper describes the implementation and impact of the second year of the assessment in Portfolios are the centerpiece of Vermont's statewide assessment program in mathematics.

Portfolio scores in the first two years were not reliable enough to permit the reporting of student-level results, but increasing the number of readers or the number of portfolio pieces is not operationally feasible. (SLD).

SinceVermont has been developing a state assessment program, the centerpiece of which is the student portfolio and "best pieces" drawn from it. The state's use of portfolio results will be limited to reporting aggregates, but within schools, teachers and principals may use the portfolios as they choose.

The assessment program, which encourages the adoption of higher standards as it. the assessment of the respective three types of portfolios. By the validity of portfolio assessment, we mean the extent to which the teacher educator actually assesses what is the objective of the assessment by means of portfolios.

Thereafter, we go on to examine the reliability of portfolio assessment in pre-service teacher education. Koretz, D, McCaffrey, D, Klein, S, Bell, R, Stecher, B The reliability of scores from the Vermont Portfolio Assessment Program: Interim report Santa Monica, CA Rand Institute on Education and Training, National Center for Research on Evaluation, Standards, and Student Testing Google Scholar.

In a time when alternative assessment techniques, such as portfolios, are becoming more accepted, there remain questions regarding validity and reliability of such assessments.

The author evaluated the validity and reliability of performance-portfolios in a preservice elementary methods class. It offers step-by-step procedures, checklists, tables, charts, graphs, guides, worksheets, and examples of successful assessment methods. Specific to portfolio assessment, this book shows how portfolios can be used to measure learning.

Provides some information on types and development of portfolios. Patton, M. The Reliability of Scores from the Vermont Portfolio Assessment Program: Interim Report The Vermont portfolio assessment program--interim report on implementation and impact, school year Trends in the Postsecondary. Vermont.

After studying Vermont's portfolio assessment program during the first two years of its implementation the RAND Corporation concluded that the effects of portfolio assessment on instruction were "substantial and positive." Half the teachers surveyed by RAND reported an increase in the time students spent working in pairs or small groups.

The evolution of a portfolio program: The impact and quality of the Vermont Portfolio Program in its second year () (ERIC #ED).

Los Angeles: National Center for Research and Evaluation, Standards, and Student Testing. Koretz, D., Stetcher, B., Klein, S., and McCaffrey, D. The school year was the second year of the implementation of the Vermont assessment program.

Evaluation of the year yielded mixed results, with some evidence that the assessment program was having a strong impact on instruction, but other indications that the reliability of the portfolio scoring in both writing and mathematics was so low that most of the planned uses of the data were.

Vermont and Kentucky investigated the possibility of using portfolio assessments instead of standardized tests to judge the progress of schools, districts, and the state. Some schools in both states piloted programs in which student work instead of multiple-choice tests was used to evaluate their academic progress.

ERN Admin. New research indicates that district-wide portfolio assessment can yield reliable scores. Early results from Vermont’s statewide assessment program (ERN November/December ) revealed the difficulty of meeting both the instructional and measurement goals of portfolios. The pass/fail cut score for the portfolio was set at 57% following the modified Angoff procedure.

Table 2 presents descriptive statistics for the raw percentages of the 6 tasks, and the weighted total score of the integrated portfolio assessment (excluding missing assignments; n = 2 for both EBM and CCP).

Both Supervisor Assessments had the.Interim report, the reliability of Vermont portfolio scores in the school year The Reliability of Scores from the Vermont Portfolio Assessment Program: Interim Report Criminal Justice Policies and Outcomes Database User's .At the state level, Kentucky's and Vermont's performance assessment systems cast the widest pedagogical nets, while Arizona's and Maryland's cast narrow ones.

For example, one component of Kentucky's performance assessment system is a portfolio that requires extended teacher and student involvement with assessments on a regular basis.