Mark Wilson|Pam Hallam|Raymond Pecheone|Pamela Moss
Evaluating the Validity of Portfolio Assessments for Licensure Decisions
University of California, Berkeley|California Department of Education|Stanford University|University of Michigan–Ann Arbor
study examines one part validity argument portfolio assessments teaching practice used indicator teaching quality inform licensure decision investigate relationship among portfolio assessment scores test teacher knowledge etss praxis ii changes student achievement touchstones degrees reading power test drp key questions extent assessment teaching practice predict gains students achievement b contribute unique information prediction beyond contributed tests teacher knowledge venue study connecticut state department educations csde support licensure system beginning teachers beginning educator support training best program implemented time study investigated whether elementary teachers mean effects students reading achievement support use best elementary literacy portfolio scores measure teaching quality licensure using data set gathered state two urban school district sources hlm findings indicate best portfolio scores indeed distinguish among teachers less successful enhancing students achievement additional analysis indicated best portfolios add information contained praxis tests powerful predictors teachers contributions student achievement gains