Faculty and Pre -Service Teachers' Perceptions and Beliefs About Portfolio Assessment Use in Special Education Pre -Service Teacher Preparation Programs
Rosenstein, Amy E.
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https://hdl.handle.net/2142/79987
Description
Title
Faculty and Pre -Service Teachers' Perceptions and Beliefs About Portfolio Assessment Use in Special Education Pre -Service Teacher Preparation Programs
Author(s)
Rosenstein, Amy E.
Issue Date
2007
Doctoral Committee Chair(s)
Renzaglia, Adelle
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Language
eng
Abstract
Teacher preparation programs are using portfolio assessment for a myriad of reasons including teacher certification. Portfolio assessment appears to be a means for accomplishing a number of objectives for stakeholders yet, there is little large-scale research to support that many stakeholders' using portfolio assessment are experiencing the same positive outcomes reported in the literature. Each new addition to the professional research on portfolio assessment offers a recommendation for how to improve the process. The purpose of this study is to examine special education faculty and pre-service teachers perceptions and beliefs regarding portfolio assessment objectives, practices (construction, content, and evaluation), and the importance of these objectives and practices in preparing future teachers. Differences between faculty and pre-service teachers are also examined. Results, implications for practice, and future research are discussed.
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