TY - JOUR
T1 - An integrative approach to portfolio evaluation for teacher licensure
AU - Moss, Pamela A.
AU - Schutz, Aaron M.
AU - Collins, Kathleen M.
N1 - Funding Information:
The studies described here are based on work supported by the Spencer Foundation and the Interstate New Teacher Assessment and Support Consortium (INTASC) Performance Assessment Development Project (PADP) of the Council of Chief State School Officers (CCSSO). The section on hermeneutics was developed while the senior author was working under a grant from the National Academy of Education/Spencer Postdoctoral Fellowship Program. Staff and consultants for the PADP have contributed, in varying ways, to all aspects of this work. We are grateful to Ray Pecheone, Bill Thompson, Penny Pence, Jean Miller, Linda Wurzbach, Allison Kaye, Laurie Somers, Deborah Ball, Mary Diez, Jim Gee, Anne Gere, Bob Linn, Diana Pullin, and Mike Rebell. Opinions, findings, conclusions, and recommendations expressed are those of the authors and do not necessarily reflect the views of CCSSO, INTASC, the PADP, or the states participating in the project. We are grateful to Ed Wall and Russ Jacobs for invaluable assistance with data analysis.
PY - 1998
Y1 - 1998
N2 - The purpose of our overall research agenda is to develop and evaluate a methodology for the assessment of teachers in which experienced teachers, serving as judges, engage in dialogue to integrate multiple sources of evidence about a candidate to reach a sound conclusion. The project that provides the venue for this research agenda is the Interstate New Teacher Assessment and Support Consortium (INTASC), which is developing a portfolio assessment system to assist participating states in making a decision about teacher licensure. To develop the theoretical foundation necessary to support and evaluate such dialogic and integrative assessment practices, we turn, in part, to the tradition of philosophical hermeneutics, as a complement to psychometrics. In this article, we characterize and assess the processes in which judges, trying out an integrative approach to portfolio evaluation for the first time, engage as they collaboratively construct and document their conclusions, and we locate this work in the larger research agenda. The premise of this project, which is being carefully evaluated in the course of inquiry, is that these integrative practices cannot only lead to an epistemologically sound evaluation of teaching but also promote an ongoing professional dialogue of critical reflection on teaching practice.
AB - The purpose of our overall research agenda is to develop and evaluate a methodology for the assessment of teachers in which experienced teachers, serving as judges, engage in dialogue to integrate multiple sources of evidence about a candidate to reach a sound conclusion. The project that provides the venue for this research agenda is the Interstate New Teacher Assessment and Support Consortium (INTASC), which is developing a portfolio assessment system to assist participating states in making a decision about teacher licensure. To develop the theoretical foundation necessary to support and evaluate such dialogic and integrative assessment practices, we turn, in part, to the tradition of philosophical hermeneutics, as a complement to psychometrics. In this article, we characterize and assess the processes in which judges, trying out an integrative approach to portfolio evaluation for the first time, engage as they collaboratively construct and document their conclusions, and we locate this work in the larger research agenda. The premise of this project, which is being carefully evaluated in the course of inquiry, is that these integrative practices cannot only lead to an epistemologically sound evaluation of teaching but also promote an ongoing professional dialogue of critical reflection on teaching practice.
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U2 - 10.1023/A:1008081027322
DO - 10.1023/A:1008081027322
M3 - Article
AN - SCOPUS:54649083946
SN - 0920-525X
VL - 12
SP - 139
EP - 161
JO - Journal of Personnel Evaluation in Education
JF - Journal of Personnel Evaluation in Education
IS - 2
ER -