Digital Professional Portfolios of Preservice Teaching: An Initial Study of Score Reliability and Validity

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DiPerna, J. & Derham, C. (2007). Digital Professional Portfolios of Preservice Teaching: An Initial Study of Score Reliability and Validity. Journal of Technology and Teacher Education, 15(3), 363-381. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21010.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 15, Issue 3, July 2007
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

James DiPerna, Penn State University, USA; Carol Derham, Lehigh University, USA

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.

Keywords

• Training
• Assessment
• Portfolios
• Preservice Teacher Education
• Professional Development

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