Interrogating the Generalizability of Portfolio Assessments of Beginning Teachers: A Qualitative Study

Creator

Pamela A. Moss
LeeAnn M. Sutherland
Laura Haniford
Renee Miller
David Johnson

Files

Publisher

Arizona State University, University of South Florida

Publication Date

July 2004

Abstract

This qualitative study is intended to illuminate factors that affect the generalizability of portfolio assessments of beginning teachers. By generalizability, we refer here to the extent to which the portfolio assessment supports generalizations from the particular evidence reflected in the portfolio to the conception of competent teaching reflected in the standards on which the assessment is based. ...

Keywords

Portfolios in education

Extent

70

Volume

12

Issue

31

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Moss P.A., Sutherland, L.M., Haniford, L., Miller, R., Johnson, D., Geist, P.K., Koziol, S.M., Star, J.R., Pecheone, R.L., (2004, July 20). Interrogating the generalizability of portfolio assessments of beginning teachers: A qualitative study, Education Policy Analysis Archives, 12(32). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n32
Additional authors: Pamela K. Geist; Stephen M. Koziol, Jr.; Jon R. Star; and Raymon L. Pecheone

Identifier

E11-00381

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Moss, Pamela A.; Sutherland, LeeAnn M.; Haniford, Laura; Miller, Renee; and Johnson, David, "Interrogating the Generalizability of Portfolio Assessments of Beginning Teachers: A Qualitative Study" (2004). Education Policy Analysis Archives (EPAA). 509.
https://digitalcommons.usf.edu/usf_EPAA/509