Portfolio Structure and Student Profiles: An Analysis of Education Student Portfolio Reflectivity Scores

This study explores an endeavor by the Ohio Consortium for Portfolio Development to assess preservice teachers' reflectivity as demonstrated through the development of professional portfolios. The first section of this paper presents the demographic information of the study, explaining the cons...

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Bibliographic Details
Main Author Cole, Donna J
Format Report
LanguageEnglish
Published 01.04.1991
Subjects
Educational Research
Higher Education
Interrater Reliability
Ohio Consortium for Portfolio Development
Portfolios (Background Materials)
Preservice Teacher Education
Reflective Thinking
Student Characteristics
Student Evaluation
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Summary:This study explores an endeavor by the Ohio Consortium for Portfolio Development to assess preservice teachers' reflectivity as demonstrated through the development of professional portfolios. The first section of this paper presents the demographic information of the study, explaining the consortium derivation, purpose, and interrater format. The second section discusses the methodology and findings, and the final section contains conclusions, recommendations, and implications. The study investigated nine research questions designed to analyze the process of reflectivity scoring, the relationships between reflectivity scores and selected variables, and the percent of agreement among portfolio raters. Findings indicate that the preservice teachers' reflectivity scores, based on analysis of portfolios, were independent of student grade point average and institutional affiliation. The reflectivity scores were not independent of course grades and maturity of students, nor were they independent of the preassessment ratings and committee experience of faculty evaluators. The data appeared to indicate agreement on rating student portfolios by faculty members. Wright State University, Central State University, and University of Dayton comprise the Ohio Consortium for Portfolio Development. Twenty-six references are listed. (IAH)