Eva Mary Bures|Alexandra Barclay|Philip C. Abrami|Elizabeth J. Meyer
The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»
Bishop's University
study explores electronic portfolios potential assess student literacy selfregulated learning elementaryaged children assessment tools developed include holistic rubric assigns mark 1 5 selfregulated learning srl mark literacy analytical rubric measuring multiple subscales srl literacy participants grades 4 5 6 across two years created electronic portfolios n369 volunteers classes excluded statistical analyses first year due low implementation individuals excluded years leaving n251 included analyses portfolios coded two coders interrater reliability explored first year cohens kappa ranged 070 079 literacy srl overall subscales unacceptably weak second year showed improvement cohens kappa overall especially subscales reflecting improved implementation portfolios use assessment tools validity explored comparing relationship portfolio scores measures including government scores openresponse literacy questions canadian achievement tests version 4 scores assigned cat4s using assessment tools scores student learning strategies questionnaire slsq measuring srl portfolio literacy scores correlated p