La evaluación de la validez de las evaluaciones de portfolios para las acreditaciones

Autores/as

  • Mark Wilson University of California, Berkeley
  • P J Hallam California Department of Education
  • Raymond L. Pecheone Stanford University
  • Pamela A. Moss University of Michigan

DOI:

https://doi.org/10.14507/epaa.v22n6.2014

Palabras clave:

evaluación de la cartera de los maestros, las pruebas estandarizadas de maestros, pruebas de correlación de validez

Resumen

Este estudio examina una parte de un argumento de validez para las evaluaciones de los cartera de la práctica docente utilizados como un indicador de la calidad docente para informar una decisión licencia. Investigamos la relación entre los resultados de la evaluación de cartera , una prueba de conocimientos del profesorado ( Praxis I del ETS y II), y los cambios en los logros del estudiante ( en grados de piedra de toque de la prueba eléctrica de la lectura [ DRP ] ) . Las cuestiones clave son la medida en que la evaluación de la práctica docente ( a) predecir las ganancias en el rendimiento de los estudiantes y ( b ) contribuir información única a esta predicción más allá de lo aportado por las pruebas de conocimiento de los maestros . El lugar elegido para nuestro estudio es el Departamento de apoyo y otorgamiento de licencias ( CSDE ) Sistema de Educación para los maestros principiantes del Estado de Connecticut , el Principio Educador , y la programa (BEST ) (como se implementó en el momento de nuestro estudio ) Adiestramiento. Hemos investigado si los "efectos medias en sus alumnos los profesores elementales logros en lectura apoyan el uso de las mejores puntuaciones de la cartera de alfabetización primaria como una medida de calidad de la enseñanza para obtener la licencia , el uso de un conjunto de datos recogidos de Estado y de dos fuentes distrito escolar urbano . Los hallazgos indican que las puntuaciones HLM mejor cartera de hecho distinguen entre los profesores que se encontraban cada vez menos éxito en la mejora de los logros de sus alumnos. Un análisis adicional indicó que los mejores carteras añadir información que no está contenida en las pruebas Praxis , y son más potentes predictores de las contribuciones de los profesores a las ganancias de rendimiento de los estudiantes .

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Biografía del autor/a

Mark Wilson, University of California, Berkeley

          Mark Wilson is a professor of Education at UC, Berkeley.  He received his PhD degree from the University of Chicago in 1984.  His interests focus on measurement and applied statistics, and he has published just over 100 refereed articles in those areas.  Recently he was elected president of the Psychometric Society, and also became a member of the US National Academy of Education, and a Fellow of the American Educational Research Association.   In the past few years he has published three books: one, Constructing measures: An item response modeling approach (Routledge Academic), is an introduction to modern measurement; the second (with Paul De Boeck of the University of Ohio), Explanatory item response models: A generalized linear and nonlinear approach (Springer-Verlag), introduces an overarching framework for the statistical modeling of measurements; the third, Towards coherence between classroom assessment and accountability (University of Chicago Press—National Society for the Study of Education) is about the relationships between large-scale assessment and classroom-level assessment.  He has also recently co-chaired a US National Research Council committee on assessment of science achievement—Developing Assessments for the Next Generation Science Standards.

P J Hallam, California Department of Education

Dr. Hallam is an Education Program Consultant in the Professional Learning Support Division in the California Department of Education. Prior to 2011, she was a Research and Dissemination Monitor for Title II Part A, Improving Teacher Quality Grants, for the California Post-Secondary Education Commission. From 2002 to 2006, she was a post-doctorate researcher at Berkeley Evaluation Assessment and Research (BEAR) Center. Dr. Hallam’s passion to learn more about the validity of large-scale educational assessments evolved as a public school teacher for fifteen years in low socio-economic communities.

Raymond L. Pecheone, Stanford University

Raymond Pecheone is currently a Professor of Practice in the Graduate School of Education at Stanford University.  Over the course of his career, Dr. Pecheone has been a leader in high stakes educational reform through assessment, research and policy work that has shaped district and state policies in curriculum and assessment by building broad-based grassroots support for strategic new approaches to assessment and learning. Dr. Pecheone has had national impact in educational assessment through the development of nationally available assessments of teaching (edTPA) and student learning (Smarter Balanced Performance Assessment). 

Pamela A. Moss, University of Michigan

Pamela Moss is a Professor of Education at the University of Michigan. Her work lies at the intersections of educational assessment, philosophy of social science, and interpretive or qualitative research methods. Two edited books illustrate these intersections:  Evidence and Decision Making (2007) illuminates the crucial roles that teachers, administrators, and other education professionals play in constructing and using evidence to make decisions that support learning. Assessment, Equity, and Opportunity to Learn (2008) explores the synergies and disjunctions between psychometric and sociocultural orientations to opportunity to learn and assessment. Her current research agenda focuses on validity theory in educational assessment, assessment as a social practice, and the assessment of teaching.  She is a Fellow of the American Educational Research Association.  She was a member of the AERA, APA, NCME committee revising the 1999 Standards for Educational and Psychological Testing, of the National Research Council's Committee on Assessment and Teacher Quality, and chair of AERA’s Task Force on developing Standards for Reporting on Empirical Social Science Research.

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Publicado

2014-02-10

Cómo citar

Wilson, M., Hallam, P. J., Pecheone, R. L., & Moss, P. A. (2014). La evaluación de la validez de las evaluaciones de portfolios para las acreditaciones. Archivos Analíticos De Políticas Educativas, 22, 6. https://doi.org/10.14507/epaa.v22n6.2014

Número

Vol. 22 (2014)

Sección

Articles