Digital Professional Portfolios of Preservice Teaching: An Initial Study of Score Reliability and Validity
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| Title: | Digital Professional Portfolios of Preservice Teaching: An Initial Study of Score Reliability and Validity |
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| Language: | English |
| Authors: | Derham, Carol, DiPerna, James |
| Source: | Journal of Technology and Teacher Education. 2007 15(3):363-381. |
| Availability: | Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 19 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Portfolios (Background Materials), Portfolio Assessment, Preservice Teachers, Teacher Competencies, Validity, Reliability, Correlation, Student Teacher Evaluation, Teacher Competency Testing, Grade Point Average, Computer Uses in Education |
| ISSN: | 1059-7069 |
| Abstract: | The purpose of this study was to investigate initial evidence regarding the reliability and validity of scores from a digital professional portfolio (DPP) designed to assess the instructional competencies of preservice teachers. Data were collected from 30 preservice teachers during their intern teaching experience. Data were analyzed using a variety of methods including Pearson product-moment correlation coefficients, Cronbach's alpha, and Cohen's kappa coefficient. Evidence supporting the use of the DPP was found through theoretically acceptable relationships with other teacher assessments. Weaknesses of the DPP also were identified, including low percentage of exact agreement between scorers. Directions for future research are discussed. (Contains 1 table.) |
| Abstractor: | Author |
| Number of References: | 29 |
| Entry Date: | 2007 |
| Access URL: | https://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=21010 |
| Accession Number: | EJ763600 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to investigate initial evidence regarding the reliability and validity of scores from a digital professional portfolio (DPP) designed to assess the instructional competencies of preservice teachers. Data were collected from 30 preservice teachers during their intern teaching experience. Data were analyzed using a variety of methods including Pearson product-moment correlation coefficients, Cronbach's alpha, and Cohen's kappa coefficient. Evidence supporting the use of the DPP was found through theoretically acceptable relationships with other teacher assessments. Weaknesses of the DPP also were identified, including low percentage of exact agreement between scorers. Directions for future research are discussed. (Contains 1 table.) |
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| ISSN: | 1059-7069 |
