Portfolios, Accountability, and an Interpretive Approach to Validity.

Moss, Pamela A.; And Others

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ452359

Record Type: CIJE

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0731-1745

EISSN: N/A

Available Date: N/A

Portfolios, Accountability, and an Interpretive Approach to Validity.

Moss, Pamela A.; And Others

Educational Measurement: Issues and Practice, v11 n3 p12-21 Fall 1992

How portfolio-based conclusions about student learning might be used to communicate with audiences outside the classroom is explored. Procedures and criteria for investigating validity in portfolio use are discussed. Ten portfolios from an eighth grade language arts class are used as an example. (SLD)

Descriptors: Accountability, Data Interpretation, Educational Assessment, Evaluation Criteria, Grade 8, Junior High School Students, Junior High Schools, Language Arts, Performance Based Assessment, Portfolios (Background Materials), Student Evaluation, Validity

Publication Type: Journal Articles; Reports - Evaluative; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A