Teacher Perceptions of Portfolio Assessment

DEPENDING UPON WHETHER TEACHERS HAVE HAD EXPERIENCE WITH THE

Daresh and Playko (1995) report that for at least two decades, educators have been advocating the use of portfolio assessments for teacher evaluation purposes. In this regard, the authors report that it has been argued that the use of portfolios for the preparation, evaluation, and continuing professional development of teachers promotes more effective and intensive continued learning among educators. However, despite this advocation of the portfolio assessment process, research conducted by Loup (1996) on the amount of educational change that has taken place over the last two decades in the 100 largest United States school districts, suggests that the teacher portfolio assessment process has not been incorporated into most of the country's major schools.

According to Brogan (1995), one of the major reasons that schools have not adopted portfolio assessment is that there is often reluctance or resistance on the part of teachers to accept this new form of assessment. Most teachers do not understand its usefulness or its importance; furthermore, many view it only as another task or work assignment taking them away from the act of teaching.

Given the foregoing, it seems reasonable to claim here that if teachers had some experience with portfolio assessment, they might be

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the methods and procedures that will be used to gather and to analyze data. This section includes a restatement of the research problem, a delineation of all subject selection methods and the size of the expected sample, a description of all instrumentation that will be used in the study, a description and discussion of the general research approach, design variables, and a delineation and discussion of the overall data analysis plan.  CHAPTER II REVIEW OF THE LITERATURE Introduction The proposed research will examine whether teacher perceptions of teacher evaluation using portfolio assessment are significantly more positive if teachers have had experience with being evaluated using this method. So that the conducted study may be fully understood, this section of the proposal presents a comprehensive review of the portfolio assessment research. The first section of the presented review defines portfolio assessment as it is used in evaluating teacher performance and discusses several components of the process. These components include: what portfolio assessments should include; how teacher portfolios are used and compiled; advantages and disadvantages associated with the use of portfolio assessment for the purpose of tea
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Approximate Word count = 9432
Approximate Pages = 38 (250 words per page)

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