e-Portfolios as High-Stakes Assessment in a Graduate Distance Education Program
Rene Corbeil, Cheng-Chang Pan, Michael Sullivan, The University of Texas at Brownsville and Texas Southmost College, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
According to a study conducted by the American Association of Colleges of Teacher Education (2002), approximately 90 percent of schools, colleges, and departments of education currently use portfolios to make decisions regarding student admission, retention, and promotion; 40 percent use portfolios for teacher certification or licensing. Given the pervasiveness of assessment portfolios in higher education, a need exists to study their effectiveness, validity, and reliability as a high-stakes assessment instrument. This presentation will address three major themes: (1) suggestions for implementing portfolio assessments; (2) a generalized model for portfolio design; and, (3) a list of requirements and caveats for implementing portfolios as an alternative to traditional high-stakes assessments.
Corbeil, R., Pan, C.C. & Sullivan, M. (2005). e-Portfolios as High-Stakes Assessment in a Graduate Distance Education Program. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 47-52). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).