e-Portfolios as High-Stakes Assessment in a Graduate Distance Education Program

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Corbeil, R., Pan, C.C. & Sullivan, M. (2005). e-Portfolios as High-Stakes Assessment in a Graduate Distance Education Program. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 47-52). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18947.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Rene Corbeil, Cheng-Chang Pan, Michael Sullivan, The University of Texas at Brownsville and Texas Southmost College, USA

Abstract

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.

Keywords

• Assessment
• Portfolios
• Teachers

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