Teacher-Designed Mathematical Portfolio Assessments: Motivations, Potential Benefits, and Lessons Learned

Autor/in	Krall, Geoff
Titel	Teacher-Designed Mathematical Portfolio Assessments: Motivations, Potential Benefits, and Lessons Learned
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 23 (2023) 2, S.303-321 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krall, Geoff)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-023-00280-3
Schlagwörter	Portfolio Assessment; Mathematics Instruction; Evaluation Methods; Pilot Projects; Teacher Attitudes; Secondary School Teachers; Case Studies; Cross Cultural Studies; Student Evaluation; Item Analysis; Comparative Analysis; Teaching Methods; Multiple Choice Tests; Teacher Developed Materials; English Language Learners; Students with Disabilities; Mathematics Skills + Suchen Sie Ihr Suchwort? Portfoliobeurteilung; Mathematics lessons; Mathematikunterricht; Pilot project; Modellversuch; Pilotprojekt; Lehrerverhalten; Case study; Fallstudie; Case Study; Cultural comparison; Kulturvergleich; Schulnote; Studentische Bewertung; Itemanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	In order to identify the potential benefits and challenges of implementing student portfolios as quality mathematics assessment, a pilot study was conducted with teachers in various secondary school settings. The multi-case study consisted of five teacher participants from geographically and demographically differing contexts, four in the USA and one in Canada. They were interviewed and surveyed, exploring their motivations for utilizing a portfolio system of mathematics assessment for the 2020-2021 school year, the design of their portfolio system, and resultant impacts on student dispositions around mathematics. Each participating teacher implemented different structures of portfolio assessment, including the types of items included and how the items were assessed. Results showed that compared to traditional multiple-choice tests, teachers felt portfolios were a better reflection of their students' "extra-mathematical" skills, such as problem-solving and persistence. Teacher surveys and interviews also demonstrated confidence that the use of portfolios as assessment was superior to more traditional measures in terms of adhering to good pedagogical practices. Through questionnaire data and interviews, teachers reported portfolios were particularly beneficial for students for whom English is not their primary language, as well as students with special needs. The paper lays the groundwork for additional research studies in the area of student mathematics portfolios based on the provided framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01