Reasoning about Evidence in Portfolios: Cognitive Foundations for Valid and Reliable Assessment.

Heller, Joan I.; Shiengold, Karen; Myford, Carol M.

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Peer reviewed

ERIC Number: EJ572869

Record Type: CIJE

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1062-7197

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Reasoning about Evidence in Portfolios: Cognitive Foundations for Valid and Reliable Assessment.

Heller, Joan I.; Shiengold, Karen; Myford, Carol M.

Educational Assessment, v5 n1 p5-40 1998

Analyses of 10 raters' reasoning during think-aloud interviews provided evidence to support a model of the fundamental processes involved in rating standards-based, nonprescriptive portfolios. This process model provides a framework within which to conceptualize sound-rater reasoning and to identify reasoning that distorts the meaning of scores. (SLD)

Descriptors: Elementary Secondary Education, Evaluators, Interviews, Performance Based Assessment, Portfolio Assessment, Portfolios (Background Materials), Protocol Analysis, Reliability, Scoring, Standards, State Programs, Test Construction, Test Use, Testing Programs, Thinking Skills, Validity

Publication Type: Journal Articles; 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

Note: Special section on portfolios and large-scale assessment. Research funded by the California Department of Education through Contract 9334 and the Educational Testing Service. An earlier version of the paper was presented at the Annual Meeting of the National Council on Measurement in Education (Chicago, IL, March 1997).