Abstract
Standardized portfolios are being used by teachers and teacher candidates to demonstrate subject matter knowledge for certification or to be considered highly qualified; however, the psychometric adequacy of data used for this purpose has not been evaluated. In the current study, we examined the interscorer reliability, concurrent, predictive, and discriminate validity, and instructional utility of an assessment portfolio used in a special education teacher education program. The estimate of interscorer reliability was .91, validity coefficients ranged from .53 to .60, and the discriminate validity coefficient was -.01. A comparison of scores for instructional objectives suggested relative difficulties writing adequate short-term objectives, which was then further emphasized in subsequent instruction and resulted in increased scores. Suggestions for practice and future research are included.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
