Interrater Reliability of a Team-Scored Electronic Portfolio

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Yao, Y., Foster, K. & Aldrich, J. (2009). Interrater Reliability of a Team-Scored Electronic Portfolio. Journal of Technology and Teacher Education, 17(2), 253-275. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28159.

• Share:
• 
• 
• 
• 
• 
• 

Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 17, Issue 2, April 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Yuankun Yao, Karen Foster, Jennifer Aldrich, University of Central Missouri, USA

Abstract

This study applied generalizability theory to investigate the interrater reliability of a team-scored electronic portfolio required for initial teacher certification. The sample consisted of 31 preservice teacher portfolios which were assigned to three groups of portfolio review teams. The review teams, which had received several rounds of training at the program and team levels, used a team-based approach to score the portfolios. The results found acceptable level of interrater reliability for the portfolio composite scores, both on the original scale and a converted scale. Results for the subsection scores varied greatly. Implications of the study for teacher education programs were provided. Key words: interrater reliability, electronic portfolio, teacher certification Please note that this is a resubmission of a paper originally titled "Generalizability study of a team-based scoring approach for an electronic portfolio" (26279). We have revised the paper based on the detailed feedback from the reviewers and the editor. We appreciate the opportunity for revising and resubmitting the paper.

Keywords

• Assessment
• Portfolios
• Early Childhood Education
• Elementary Education
• Middle School Education
• Educational Technology
• Preservice Teacher Education

Also Read

• SALMS: SCORM-compliant Adaptive LMS
• Role-Based Design: Rethinking Innovation and Creativity in Instructional Design
• Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
• Development of social presence scale
• Mentoring Professors: A Model for Developing Quality Online Instructors and Courses in Higher Education
• Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
• The Benefits and Limitations of Online Group Work in a Teacher Education Program
• Elements of Problem-Based Learning: Suggestions for Implementation in the Asynchronous Environment
• Interaction in Online Courses for Teacher Education: Subject Matter and Pedagogy
• An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development

Tags