The use of technology in portfolio assessment of teacher education candidates.

The current focus on accountability and high stakes assessment at the P-12 level and the subsequent criticism being leveled against higher education for the quality of classroom teachers has increased the urgency for teacher education programs to develop systems of accountability to ensure the quality of their graduates. One response to this demand for teacher quality has been the use of electronic portfolios designed to document teacher candidate performance. Critical performances aligned with Kentucky's New Teacher Standards have been developed by program faculty and are integrated into courses throughout the various teacher preparation programs. These performances are hierarchical in nature and provide evidence that teacher candidates possess the requisite knowledge and skill for the culminating performance, the Renaissance Teacher Work Sample. Performances are entered electronically and scored by faculty members as the teacher candidates progress through their program and the accountability system is designed to provide evidence of teacher candidate progress as well as feedback to the program areas.

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With the focus placed on educational reform during the 1990s, there has been an increased interest in the area of assessment, especially as it relates to predicting future teacher quality. Up to this time, assessment was largely pencil and paper in nature with objective formats being most prominent. While the information from objective assessment techniques was and still is valuable, it is only a snapshot of a period in time and does not provide insights into how future teachers can use the knowledge they have acquired to make decisions, solve problems, and address real world issues--skills that effect their ability to impact P-12 student learning. To overcome this limitation and in an effort to align assessment with Kentucky's New Teacher Standards (Education Professional Standards Board, 1994), Western Kentucky University, as part of its restructuring efforts within the BellSouth's Reinventing Schools and Colleges of Education initiative, set a goal to design and implement technology centers that facilitate production, development, and implementation of comprehensive data management systems that include an electronic portfolio of authentic assessments. The following is an overview of alternative assessments with a description of how one institution has used the Internet as a tool for integrating portfolios into its continuous assessment plan.

REVIEW OF THE LITERATURE

An interest in identifying different types of assessments has been driven in part by educational reform issues that included greater demands for accountability, implementation of high stakes testing and the subsequent negative consequences, increased criticism of standardized tests (Worthen, 1993), and greater calls for more "authentic" assessments (Palomba & Banta, 1999). Although identified by various names, such as performance assessments or authentic assessments, all have included direct assessment of teacher candidate performance on tasks that are real world in nature or simulations. Feuer and Fulton (1993) have identified seven common forms that are often associated with K-12 schools: (a) constructed-response items, (b) writing, (c) essays, (d) oral discourse, (e) exhibitions, (f) experiments, and (g) portfolios. While these forms of performance assessment have been widely used in schools, it was the Coalition for Essential Schools (Sizer, 1984, 1992) and the accompanying use of exhibitions, whereby students shared their application of knowledge, that gave credibility to efforts to go beyond traditional methods of assessment.

PERFORMANCE ASSESSMENT

Issues Related to Performance Assessment

With the implementation of performance assessment, came critics and the need to ensure that the new forms of assessment were valid and reliable measures of student learning and applications of knowledge and were acceptable to users and their constituents. Several issues identified by Worthen (1993) included: (a) technical quality and truthfulness, (b) standardization of assessment judgments, (c) ability to assess complex thinking skills, (d) appropriateness for high-stakes assessment, (e) feasibility, and (f) use of technology. The need to provide valid and reliable measures of student learning has been further documented by the Coalition for Effective Schools (1990), Marzano (1994), and Wiggins (1991, 1993).

These issues apply to the use of portfolios. Barton and Collins (1993) and Shulman (1988) have documented that specific issues included were the need for reliable agreement among graders; clarity of purpose or what is desired from teacher candidates; and expense associated with development, administration, and evaluation. While these issues are still relevant, educators continue to refine the processes associated with the use of portfolios and other authentic assessment to ensure that the process and product are valid and reliable measures of teacher candidate learning over time (Denner, Salzman, & Bangert, 2001).

Research on Portfolio Use in Teacher Education

While there is a range of purposes for which a portfolio is used in teacher education, one of the central purposes has been to develop reflective skills on the part of the teacher candidate. Such use provides an avenue for both the teacher candidate and faculty members to reflect upon the growth and change that have occurred in the candidate over time (Barton & Collins, 1993). In Wood's (2000) study of 17 first year teachers from diverse ethnic and experiential backgrounds, teacher candidates who developed teaching portfolios reported the value of reflection in their own professional growth, increased their use of different teaching strategies, and developed a greater awareness of student diversity and sensitivity to student needs.

Borko and Michalec (1997) also documented the value of using portfolios during the student teaching experience to promote reflective practice. Based on written reflections by all 21 student teachers participating in their study and semi-structured interviews with eight student teachers, the authors reported that 11 student teachers viewed the portfolio as a tool to assist them in connecting theory with practice whereas 15 students portrayed the portfolio as facilitating reflection. The positive perspectives shared by the student teachers were viewed as a result of the following actions that facilitated the process of portfolio development: (a) support and guidance from the university program, (b) shared ideas with peers, and (c) support from the cooperating teacher. On the negative side, several student teachers viewed the portfolio as taking time and energy away from their student teaching experience and the students with whom they worked.

In another study of 212 undergraduate elementary teacher candidates in the junior or senior year of their program, Wade and Yarbrough (1996) found evidence that the use of reflective portfolios enhanced teacher candidates' understanding of their community service-learning experience; linked their community service-learning experience with their future teaching; and made connections among previously unconnected interests, activities, and experiences. Unfortunately, findings also indicated that the use of portfolios did not fit neatly into a teacher candidate's belief system regarding their purpose or how they were best created. Numerous teacher candidates became frustrated during the process of creating their portfolio. This frustration lessened the portfolio's value and the teacher candidates' enjoyment of the process. The quality of instructor feedback was also found to be associated with the perceived usefulness of the portfolio. Based upon these findings, Wade and Yarbrough recommended the following to help teacher candidates develop reflective skills through the use of a portfolio:

1. Focus attention on students' (teacher candidate) initial understanding of the portfolio process, its purpose in the course, and its role in enhancing reflection.

2. Encourage student (teacher candidate) ownership, individual expression, and making connections between assignments and outside of class interests.

3. Provide structure in the forms of some required portfolio assignments, due dates, specific times for in-class sharing, and constructive feedback from both other students and the instructor.

4. Evaluate the portfolio process and the use of portfolios by students (teacher candidates'). (pp. 77-78)

Participants in the study included 212 undergraduate elementary teacher education students in the junior or senior year of their program. A majority of the teacher education students were female; nontraditional students and minorities each constituted 10 percent or fewer of the participants. Data for the study were collected through the use of student essays, surveys, and standardized, open-ended interviews.

The importance of teacher candidates' understanding the purpose of developing a portfolio is supported in survey results reported by Loughran and Corrigan (1995). Of the 22 student teachers surveyed, 35% did not have a clear idea of the portfolio's purpose, 30% merely saw it as an assessment to be completed at the end of the year, and 35% viewed its usefulness only as it related to getting a job. Starting time for the task varied among the student teachers, and it was not until the completion of the task that a majority of the individuals viewed the process as valuable and worth doing. The perceptions of usefulness were ultimately connected to the teacher candidates understanding of the task (Loughran & Corrigan). The findings point to a disconnect between process and product and further support the need for making sure that teacher candidates understand the purpose at the very beginning of the process (Wade & Yarbrough, 1996). This becomes even more important if portfolios are to meet one of their primary purposes, which is to help teacher candidates better understand and articulate their professional growth and development (Loughran & Corrigan).

In addition to the use of portfolios to facilitate the development of skills related to increased reflection, Reis and Villaume (2002) have reported the use of portfolios to facilitate the development of successful skills related to lesson planning, organization, and time management. Also, Willis and Davies (2002) have identified portfolios as a tool for improving teacher education programs. Among the varied purposes that portfolios can serve, one is a tool for documenting teacher candidate performance against state and national standards.

Digital Portfolios

The extensive use of portfolios for assessment has created large volumes of data that must be stored, and a need to help teacher candidates integrate the acquisition of technology skills into ongoing instructional experiences. One outcome has been the development of electronic portfolios where teacher candidates use varying mediums for the entries into their portfolios. Beyond the fact that electronic portfolios have reduced the quantity of paper used and the need to find storage space, an electronic format enables teacher candidates to document their performance in a medium that will permit them to hear and see their growth over time. This format also requires greater personal involvement in the selection and design processes (Wiedmer, 1998). If the use of electronic portfolios is to significantly impact the learning of teacher candidates, there are several issues that must be addressed during the design and implementation phases. These issues include: (a) what the individual should know and be able to do, (b) how the teacher candidate can demonstrate his/her vision, (c) what types of software and hardware are needed, (d) what artifacts should be included and the medium to be used, and (e) what the culture is in which the portfolio will be used (Niguidula, 1997).

While the first two issues could be relevant to hard copy portfolios, the last three are particularly relevant to the electronic format. The availability of appropriate software and hardware is critical, as limitations in this area can reduce the ability of teacher candidates to capture critical experiences relevant to what they should know and be able to do. Equipment to facilitate appropriate documentation could include a digital camera, video camera, a scanner, a laser printer, a CD/DVD-ROM burner, a VCR, a video camera, and an external storage devise. The mere fact that the equipment is available can present unique problems as teacher candidates may choose a format, such as video, that uses a tremendous amount of storage space. Likewise, compatibility of hardware is critical. Documentation entered by a MAC operating system may not be accessible to someone using the Windows operating system, or the reviewer may not be comfortable with, nor have the availability of time to view, the materials in electronic format (Mills, 1997; Wiedmer, 1998). The issue of culture could be the most critical as schools need to discuss P-12 work and be willing to share and discuss their standards and expectations in the larger community (Niguidula, 1997).

The availability of appropriate software can be a critical issue and, while some institutions may choose to develop their own programs, some may wish to use commercially produced software packages. The selection of the software should be based upon decisions related to the design of the product. The uses of specific software and accompanying projects are discussed by Milone (1995), Moersch and Fisher (1995), Richards (1998), and Herman and Morrell (1999).

While research findings support the use of portfolios as an assessment tool within teacher education programs, there are several questions that must be addressed by institutions prior to the development and implementation of the portfolio system. These include:

1. What functions will the portfolios serve within the unit's accountability system?

2. What processes must be in place to ensure that the system is user friendly?

3. How will the data from the portfolio entries be used to assess teacher candidate performance?

4. How will the results of data analysis be used to improve teacher candidate performance and inform the program?

5. How will the unit insure that the performances are valid and reliable?

While portfolios serve varied purposes within a teacher education unit, the main foci at Western Kentucky University are the documentation of teacher candidate performances against standards and providing feedback to the unit. Integral to portfolios are numerous performance measures that include reflective components.

WESTERN KENTUCKY UNIVERSITY'S ELECTRONIC PORTFOLIO SYSTEM

During the 1997-98 school year, the teacher education faculty at Western Kentucky University decided to establish an Electronic Portfolio System (EPS). Consistent with the literature, the goal was to provide a system to allow faculty and teacher candidates to track teacher candidates performance (Loughran & Corrigan, 1995; Wade & Yarborough, 1996), show teacher candidate growth over time (Barton & Collins, 1993), allow teacher candidates to experience state-of-the-art technology, and provide teacher candidates with a convenient format for a portfolio when they complete the teacher education program. Developing the system involved meeting two preliminary challenges. First, faculty had to develop performance measures, called critical performances, which directly addressed Kentucky's New Teacher Standards for each course in the Teacher Education Program. The focus on Kentucky's New Teacher Standards helped ensure that performances were meaningful and authentic (Palomba & Banta, 1999), that their purpose would be clear to both candidates and faculty (Shulman, 1988), and that various performances addressing the same standard could be used to demonstrate growth over time (Barton & Collins, 1993). Second, the university had to create an electronic database that could store and retrieve performance information for many thousands of teacher candidates, hundreds of courses, and more than 30 separate programs.

Developing Performance Assessments

While teachers serve in a variety of roles, nothing is more central to the role for which teachers are prepared at Western Kentucky University than that of facilitating the learning of all children at high levels and accountability for results. Recognition of this focal role is the most important factor that shapes the design and operation of basic and advanced programs in Teacher Education. Therefore, Western Kentucky University prepares and continues to develop teachers whose primary role is to facilitate the learning of all students at high levels through

direct interaction and/or collaboration with colleagues, the family, the community, or support agencies. To facilitate the achievement of this primary role of the teacher, the program has changed its focus from teaching to learning. A focus on learning denotes an acceptance of accountability for the progress of all teacher candidates. To assess teacher candidate progress WKU has adopted a model whereby faculty have identified what they call "critical performances" that are judged "essential" to meet all nine of Kentucky's New Teacher Standards.

Within this model, four levels of performance or functioning have been defined to plan and monitor the development of teacher candidates and to continuously assess their progress over time (Barton & Collins, 1993). These levels are related to the cognitive functioning of Bloom's Taxonomy (1956). The adoption of these levels assumes that complexity and the integration of knowledge, skills, and processes increase as teacher candidates move through the program (Worthen, 1993). Concurrently, the context in which the candidate demonstrates performances moves from the college classroom to the school setting and the real-world teacher's workplace (Palomba & Banta, 1999). The four levels relating to the undergraduate teacher education curriculum, candidate development, and assessment of performance are:</p> <pre> Level I Knowledge/Comprehension (most in college classroom settings), Level II Application (controlled/limited real-life settings), Level III Analysis/Synthesis (blocked courses/school immersion), and Level IV Synthesis/Evaluation (student teaching). </pre> <p>Assessments of performance are seen as continuous and related to one of the four levels. Thus, at Level I, cognitive paper and pencil assessments are common. At Level II, authentic teaching tasks are introduced, and focus on specific teaching functions. Tasks are conducted in tutoring, school, agency, or community settings. In Level III, authentic teaching tasks that become portfolio entries are continued; they are more complex and conducted in courses in which the content is blocked and the teacher candidates are in the school setting 10-15 hours per week. Level IV is described as the real-life settings of student teaching, and teaching tasks are related to all teaching functions addressed in the New Teacher Standards (Education Professional Standards Board, 1994). For the culminating Level IV performance, the teacher education unit at Western has committed to the implementation of the Renaissance Teacher Work Sample Methodology (RTWSM) as an integral component of all initial teacher preparation programs. This teaching exhibit provides examples of professional performance that integrate knowledge, skills, and processes. More specifically, it focuses on seven essential teaching processes:

* Using Contextual Factors to inform instruction

* Setting Learning Goals aligned with state and local content standards

* Developing an Assessment Plan to measure learning goals

* Designing Instruction to move all students toward achieving learning goals

* Engaging in appropriate Instructional Decision Making

* Analzing Learning Results based on student growth toward learning goals

* Reflecting on and Evaluating the impact of their instruction on student learning (Borko & Michalec, 1997)

Program faculty have identified critical performances that teacher candidates must successfully complete in each course. All critical performances are related to the Teacher Performance Standards, support the implementation of Renaissance Teacher Work Sample Methodology, are performance based, and are scored by a four-point course scoring guide (Wade & Yarbrough, 1996; Worthen, 1993). All critical performances will be entered into the teacher candidates' electronic portfolio, which is Internet based. A score of three or four will be considered a passing score. Teacher candidates who score a one or a two will be required to remediate and successfully complete the performance to move to the next level within their program of study. In some cases, this may mean that a teacher candidate could earn a passing grade but still be required to remediate the performance in order to move to the next level.

Feedback provided to teacher candidates consists of the assessment of their critical performances within the courses and is in the form of a scoring guide with professor feedback. If the performance is scored unsatisfactorily, the teacher candidate has the option of redoing the performance or not continuing in their teacher education career to the next level of courses. Feedback also involves reviewing the teacher candidates' critical performance scores within the courses in each level. Teacher candidates' scores are checked at each new entry level to ensure that they have successfully completed the prior level. This information is used to evaluate the program curriculum and make appropriate modifications.

Creating the Electronic Database

As faculty met with members of Educational Technology to discuss the development of an EPS to house the critical performances, it was determined that the system should be both user friendly and easily accessible. Because there were no existing systems that met these criteria and no packaged programs that could be used for the development, Educational Technology designed and wrote the necessary software.

After the software was developed, Educational Technology and the faculty in Teacher Education met. The software was demonstrated and discussed. The preliminary result is a web-based Electronic Portfolio System ([EPS], the site may be found at http://edtech.wku.edu/~eps/) that is structured around courses. The system is designed so that teacher candidates may add critical performance exhibits associated with their current courses to their portfolio from any computer with internet access. Because the e-mail addresses of all teacher candidates and faculty members are listed and linked on the system, they can easily communicate with one another by a simple click of the mouse. The EPS also allows teacher candidates to add any digital information such as video, audio, still pictures, graphics, text files, spread sheet files, and data base files to their portfolio (Feuer & Fulton, 1993). Members of the faculty who teach the affected courses are notified when a teacher candidate uploads an exhibit to the EPS. Faculty members may then review and, if desired, grade the exhibits on line. The EPS also allows tracking of performances and evaluation of various components in each teacher candidate's program as well as aggregating data within and across program areas. This allows for continual quality improvement in the program areas. For example, if several teacher candidates fail to master a particular critical behavior, then instruction in that area may be altered so that teacher candidates are better able to achieve the necessary competence. Detailed information on the continuous assessment plan at Western and examples of critical performances and accompanying rubrics are included later in this manuscript.

It should be noted that the EPS is housed within a broader data management system also created for the teacher education programs. This broader system contains data pertaining to teacher admissions, teacher candidates' progress, student-teaching, program exit, and postgraduation.

Particular care has been taken to protect the security and integrity of all files on the system. Anyone accessing the EPS must have an access ID and password, and all of these transactions are encrypted. Routine backups of every database are rigorously maintained, and redundancy of the critical system components is provided. Special equipment has been purchased to provide storage capacity for the large volume of data that will be generated. This equipment also provides reliability through a RAID system for the storage device and redundancy of all other systems, that is, the CPU, certain dual processors, dual power supplies, and an auto-feed backup system.

WESTERN KENTUCKY UNIVERSITY'S CONTINUOUS ASSESSMENT MODEL

In review, the structure of teacher education programs at Western Kentucky University is designed to meet the developmental needs of preservice teachers through a series of courses, experiences, and related field involvements that culminate with student teaching. Ability to address Kentucky's New Teacher Standards (Education Professional Standards Board, 1994) is sequentially developed and continuously assessed within the program to determine the developmental growth of the preservice teacher. Initial courses within the program provide the knowledge and awareness to foster skill development, and courses and experiences later in the sequence further develop/refine teacher candidate ability to apply relevant skills and provide structured and/or controlled settings to foster contextual self-analysis of ability. Student teaching provides controlled experiences, which gradually expand to supervised full-time classroom teaching, promoting the preservice teacher's capacity to synthesize elements of the New Teacher Standards and the capacity of the teacher candidate to facilitate learning for all students. As teacher candidates progress through the program, the electronic data management system allows for continuous assessment.

Although each program area has assessment strategies particular to that individual program, there are common elements across programs. Table 1 identifies the continuous assessment components of the Elementary Education, Grades P-5, initial program. The components identify specific criteria associated with entry, midpoint, and exit phases for each program level as well as follow-up and internship year. Check points are identified, and data obtained are used to facilitate student learning for individual teacher candidates as well as program modification.

Specific examples of critical performances for the elementary education program are found in Tables 2 and 4, with the respective scoring guides included in Tables 3 and 5. These critical performances become part of each teacher candidate's portfolio, which is stored electronically. As the Renaissance Teacher Work Sample Methodology has been implemented, adjustments have been made in the critical performances as individual programs are aligned with the core content for assessment in the P-12 school setting.

EVIDENCE OF IMPACT AND LESSONS LEARNED

We have entered our third year of teacher candidates loading their exhibits in an electronic format. All "core" teacher education courses across all undergraduate teacher education programs have critical performances in place that teacher candidates are submitting electronically. More critical performances for courses housed outside the College of Education and Behavioral Sciences but related to teaching are being added each semester. Progress is certainly being achieved, but challenges continue to arise.

Candidate and Faculty Use of the Electronic Portfolio System

At the completion of the first semester of using the electronic portfolio system, a focus group session was held with members of the faculty who were responsible for the Level I courses involved in entering the exhibits. From the feedback provided by the faculty members, teacher candidates were able to successfully enter the data; however, there appeared to be some uncertainty on the part of teacher candidates when they began the process. While the directions were provided concerning how to enter the data, uncertainty resulted in numerous inquiries about the process at the beginning. Once the entry process began, the level of comfort increased. But this demonstrates the need, as Loughran and Corrigan (1995) suggested, to provide clearer instruction and guidance to ensure that teacher candidates understand the process from the start.

Another issue that has surfaced relates to the scoring process. Some faculty members feel more comfortable scoring from hard copies than electronically. Some faculty members are also providing more feedback than others, with some exhibits revised several times prior to electronically recording the scores. Our goal is for all teacher candidates to be successful on their critical performances; however, the current variation in feedback has raised questions related to the score assigned to the individual critical performances. Specifically, is the score a reflection of teacher candidates' ability to demonstrate understanding of knowledge and skills related to the New Teacher Standards, or is the performance impacted by professor feedback? As this may affect scoring reliability and validity (Worthen, 1993), this issue has led to the inclusion of a new "times attempted" field in the EPS where faculty can indicate the number of times they worked with a teacher candidate to reach proficiency. Currently, the scores appear to be very positive; however, as the candidates progress through the program and the level of understanding and skill use increases, we anticipate greater variability. While these issues are not specific to electronic portfolios, they become more defined as data are readily available for analysis electronically.

In the process of moving from hard copy to electronic portfolios, teacher candidates are required to use many of the technology skills being taught in technology-focused courses. As we complete a full cycle of electronic portfolios, we anticipate phasing out some aspects of these courses as teacher candidates are demonstrating their skills in a more integrated manner. As instruction is provided to teacher candidates on how to develop exhibits and enter data, they are acquiring the skills.

Enhancing Critical Performances

Although, as mentioned earlier, all core teacher education courses have critical performances, a recent review across courses of their alignment with Kentucky Teacher Standards across all four levels of cognitive complexity reveal an overemphasis on some standards, less emphasis on others, and some "gaps" across the four levels. For example, existing performances cover Teacher Standard 1 at levels 1, 2, and 4, but no performance exists to measure Teacher Standard 1 at level 3. As Niguidula (1997) suggested, program faculty need to work together toward a shared understanding of artifacts that should be required across courses to ensure that candidate portfolios show progress toward all teacher standards at all cognitive levels. Such work should lead to the removal of some redundant performances and the revision of others, as well as the creation of some new performances.

Enhancing the Overall Data Management System

In developing the overall data management system, our initial focus was to bring all existing candidate data, of which critical performance entries into the Electronic Portfolio System are a part, under one electronic umbrella. The next challenge has been to use these data efficiently and uncover relationships among these data that can help us answer key questions, such as:

* How well prepared is each candidate with respect to KY New Teacher Standards?

* How well prepared is each candidate to facilitate learning of all students?

* What candidate characteristics affect his/her ability to meet New Teacher Standards and/or to facilitate learning of all students?

* What are the candidate's strengths and weaknesses? What factors contribute to these strengths and weaknesses?

* What are the program's strengths and weaknesses?

* What aspects of the program contribute to these strengths and weaknesses?

Enhancing Report Generation

Finally, as we have begun developing data based reports to answer these and other key questions, we have recognized the need to make more explicit the connection between reports and these key questions. Early critical performance reports, for example, informed faculty on the percentages of candidates performing at beginning to above standard levels on each critical performance. These reports were based on the assumption that faculty would make the connection between critical performances and New Teacher Standards. They did not. Newer reports that group critical performance scores based on their relationship to the New Teacher Standards have led to more faculty interest and action to improve programs.

CONCLUSION

When the electronic portfolios have been fully implemented at all courses, both in and outside the College of Education and Behavioral Sciences, within our initial teacher preparation program, we expect to have data on more than 2000 teacher candidates. This will require additional refinements within our data management system to provide appropriate feedback data relevant to specific individuals as well as individual programs. Greater communication among faculty members involved in facilitating the process will become more critical, and there will be a need to monitor the ease of accessibility. The hardware is currently in place to accommodate these numbers; however, the numbers will increase the demands on managing the system.

The movement to the electronic portfolio for purposes of assessment and data management will provide greater access to data associated with increased accountability. The use of technology is being integrated into the instruction, and teacher candidates are using the technology in performances that are more closely aligned with the demands of the P-12 classroom. It is our goal that we will be able document that the teacher candidates will be able to impact positively P-12 student learning, and this documentation will occur electronically.

References

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Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: Longmans, Green & Co.

Borko, H., & Michalec, P. (1997). Student teaching portfolios: A tool for promoting reflective practice. Journal of Teacher Education, 48, 345-358.

Coalition for Effective Schools. (1990). Performances and exhibitions: The demonstration of mastery. Horace, 6(3), 1-12.

Denner, P.R., Salzman, S.A., & Bangert, A.W. (2001). Linking teacher assessment to student performance: A benchmarking, generalizability, and validity study of the use of teacher work samples. Journal of Personnel Evaluation in Education, 15(4), 287-307.

Education Professional Standards Board. (1994, June). New teacher standards for preparation and certification. Frankfort, KY: Author.

Feuer, M. J., & Fulton, K. (1993). The many faces of performance assessment. Phi Delta Kappan, 74, 478.

Herman, L.P., & Morrell, M. (1999). Educational progressions: Electronic portfolios in a virtualclassroom. T.H.E. Journal, 26(11), 86-89.

Loughran, J., & Corrigan, D. (1995). Teaching portfolios: A strategy for developing learning and teaching in preservice education. Teaching and Teacher Education, 11, 565-577.

Marzano, R.J. (1994). Lessons from the field about outcome-based performance assessment. Educational Leadership, 51(6), 44-50.

Mills, E. (1997). Portfolios: A challenge for technology. International Journal of Instructional Media, 24(1), 23-30.

Milone, M. N. (1995). Electronic portfolios: Who's doing them and how? Technology and Learning, 16(2), 28-29, 32, 34, 36.

Moersch, C., & Fisher, L.M. (1995). Electronic portfolios: Some pivotal questions. Learning and Leading with Technology, 23(2), 10-14.

Niguidula, D. (1997). Picturing performance with digital portfolios. Educational Leadership, 55(3), 26-29.

Palomba, C.A., & Banta, T.W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: John Wiley & Sons.

Reis, N.K., & Villaume, S.K. (2002). The benefits, tensions, and visions of portfolios as a wide-scale assessment for teacher education. Action in Teacher Education, 23(4), 10-17.

Richards, R.T. (1998). Infusing technology and literacy into the undergraduate teacher education curriculum through the use of electronic portfolios. T.H.E. Journal, 25(9), 46-50.

Shulman, L.S. (1988). A union of insufficiencies: Strategies for teacher assessment in a period of educational reform. Educational Leadership, 46(3), 36-41.

Sizer, T. (1984). Horace's compromise: The dilemma of the American high school. Boston: Houghton Mifflin.

Sizer, T. (1992). Horace's school: Redesigning the American high school. Boston: Houghton Mifflin.

Wade, R.C., & Yarbrough, D.B. (1996). Portfolios: A tool for reflective thinking in teacher education. Teaching and Teacher Education, 12, 62-79.

Wiedmer, T.L. (1998). Digital portfolios: Capturing and demonstrating skills and levels of performance. Phi Delta Kappan, 79, 586-589.

Willis, E.M., & Davies, M.A., (2002) Promise and practice of professional portfolios. Action in Higher Education, 23(4), 18-334.

Wiggins, G. (1991). Standards, not standardization: Evoking quality student work. Educational Leadership, 48(5), 18-25.

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Wood, A. L. (2000). Teaching portfolios: Tools for reflective teaching in inner-city teacher induction. In D.J. McIntyre & D.M. Byrd (Eds.), Research on effective models for teacher education (pp. 111-126). Thousand Oaks, CA: Corwin Press.

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SAM EVANS, TABITHA DANIEL, ALICE MIKOVCH, LEROY METZE, AND ANTONY NORMAN 

Western Kentucky University

Bowling Green, KY USA

[e-mail] 

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Table 1 Continuous Assessment Plan for Elementary Education P-5

               Entrance                        Midpoint
               Requirements                    Requirements

Level I        *24-36 semester hours with      *Portfolio entries
               2.5 GPA overall                 indicating completion
Courses:                                       of performance tasks
  EDU 250
  PSY 310
  LME 288

Level II       *37+ semester hours with        *Portfolio entries and
               2.5 GPA overall AND 2.5+        direct observations
Courses:       GPA in both education and       indicating completion
  RDG 320      certification area              of Level II
  ELED 345     *Successful completion of       performance tasks
  ELED 355     basic skills admission
  EXC 330      testing
               *Portfolio entries indicating
               successful completion of
               Level I performance tasks
               *Successful completion of
               all prerequisite courses

Level III      *Meet all teacher               *Portfolio entries and
               admission requirements          direct observations
Courses:       *Portfolio entries indicating   indicating completion
  ELED 365     successful completion of        of Level III
  ELED 405     Level II performance tasks      performance tasks
  ELED 406     *Successful completion of
  ELED 407     all prerequisite courses
  ELED 420
  ELED 465

Level IV       *Meet all teacher               *Portfolio entries and
               candidate admission             direct observations
Courses        requirements                    indicating completion
  EDU 489      *Portfolio entries              of Level IV
  ELED 490     indicating successful           performance tasks
               completion of Level III
               *Successful completion
               of all prerequisite courses

Certification  *Portfolio entries              *Kentucky
               indicating successful           DOE/OTEC review of
               completion of Level IV          credentials and/or
               performance tasks               Credential review by
               *Appropriate BA/BS              DOE offices in other
               degree                          states
               *Successful completion
               of all state required
               testing

Post-          *Offered and accepts            *Issued Kentucky
certification  position to teach               Professional Rank III
(year 1)                                       Certification for one
                                               year
                                               *Participates in
                                               Kentucky Internship
                                               Program
                                               *Portfolio entries and
                                               direct observations
                                               indicating completion
                                               of internship
                                               expectations or
                                               Participates in an
                                               induction in another
                                               state or Follows
                                               procedures for first-
                                               year teachers in
                                               another state

               Exit
               Requirements             Follow-up

Level I        *Portfolio entries       *Successful Level I
               indicating successful    teacher candidates who
Courses:       completion of Level I    continue to matriculate
  EDU 250      performance tasks        *Unsuccessful Level I
  PSY 310                               teacher candidates who
  LME 288                               remediate and continue
                                        to matriculate
                                        *Unsuccessful Level I
                                        teacher candidates who
                                        do not remediate

Level II       *Portfolio entries       *Successful Level II
               indicating successful    teacher candidates who
Courses:       completion of Level II   continue to matriculate
  RDG 320      performance tasks        *Unsuccessful Level II
  ELED 345                              teacher candidates who
  ELED 355                              remediate and continue
  EXC 330                               to matriculate
                                        *Unsuccessful Level II
                                        teacher candidates who
                                        do not remediate

Level III      *Portfolio entries       *Successful Level III
               indicating successful    teacher candidates who
Courses:       completion of Level III  continue to matriculate
  ELED 365     performance tasks        *Unsuccessful Level III
  ELED 405                              teacher candidates who
  ELED 406                              remediate and continue
  ELED 407                              to matriculate
  ELED 420                              *Unsuccessful Level III
  ELED 465                              teacher candidates who
                                        do not remediate

Level IV       *Portfolio entries       *Successful Level IV
               indicating successful    teacher candidates who
Courses        completion of Level IV   continue to matriculate
  EDU 489      performance tasks        *Unsuccessful Level IV
  ELED 490     *Exit interview          teacher candidates who
                                        remediate and continue
                                        to matriculate
                                        *Unsuccessful Level IV
                                        teacher candidates who
                                        do not remediate

Certification  *Issuance of             *Teacher candidates
               Kentucky Certificate     receiving initial
               of Eligibility and/or    certification
               Appropriate initial
               certification granted
               by other states

Post-          *Portfolio entries and   *Teacher candidates who
certification  direct observations      do not seek teaching
(year 1)       indicating successful    positions
               completion of            *Teacher candidates who
               internship               seek but are not offered
               expectations             teaching positions
               *Recommended for         *Internship Data
               continued certification  *Internship committee
               by internship            members
               committee and            *Successful and fully
               received Kentucky        certified first-year
               Professional Rank III    teachers
               certification for four   *Unsuccessful first-year
               years or Successfully    teachers who are
               completes first year     permitted to continue in
               requirements in          teaching with restrictions
               another state            *Unsuccessful first-year
                                        teachers who do not
                                        continue in teaching

Table 2 EDU 250 Professional Growth Plan Assignment

Kentucky's New Teacher Standard VII states: "The teacher evaluates his/
her overall performance with respect to modeling and teaching Kentucky's
learning goals, refines the skills and processes necessary, and
implements a professional growth plan." In this plan, consider your
strengths, your areas for growth, and actions you will take during your
teacher preparation program to address these areas for growth. To get
started, consider the areas listed below.
  * Content knowledge: How can you improve your knowledge and skills in
    your content area?
  * Communication skills: On which specific communication skills do you
    need to work (for example, writing, speaking, or body language)?
  * Technological knowledge and skills: What basic computer skills do
    you need to work on (for example, basic computer skills, Internet
    resources, multimedia in your interest or subject area)?
  * Multicultural awareness: Have you had experience with diverse groups
    of children such as children/youth in Boys Club, Girls Club, YMCA,
    Big Brothers/Sisters?
  * Dynamics of educational change and reform: What do you know about
    the changes in the education profession as they affect the classroom
    teachers in this region and across the nation?

A Professional Growth Plan will be required in your student teaching, in
your internship, and in your career as a teacher/professional. Specific
plans to address growth areas and evidence of growth will be expected,
so this assignment is to give you practical experience in beginning a
professional growth plan. This is also the growth plan that should guide
you as you complete your teacher education program.

Your Professional Growth Plan should include the following sections:
  * Strengths you will bring to teaching,
  * Identified areas for professional growth, and
  * Specific actions you will take during your teacher preparation
    program to address growth areas.

Part of this action plan will be to decide how to document or provide
evidence of improvement in identified growth areas.

Table 3 EDU 250 Introduction to Teacher Education Professional Growth
Plan Suggested Criteria and Scoring Guide

Criteria                 3 Excellent               2 Acceptable

Strengths                At least four strengths   Three strengths
Clearly identified       identified                identified
Clearly explained        Strengths clearly         Strengths clearly
                         explained                 explained
Areas for Professional   Three of five growth      Two of five growth
Growth                   areas identified          areas identified
Content knowledge        Growth areas clearly      Growth areas clearly
Communication skills     explained                 explained
Technological
knowledge and skill
Multicultural awareness
Dynamics of education
change and reform
Action Plan for          Plan addresses all three  Plan addresses two
Growth                   growth areas              growth areas
Plan addresses           specifically and          specifically and
identified growth areas  thoroughly                thoroughly
Plan is realistic and    Plan appears to be        Plan appears to be
achievable               realistic and achievable  realistic and
                                                   achievable
Mechanics &              Plan keyboarded           Plan keyboarded
Presentation             Plan free of grammar,     Plan contains 1 or 2
Mechanics-Format         spelling, and             grammar, spelling,
Word-processed,          punctuation errors        and/or punctuation
double-spaced                                      errors
Correct spelling
Correct punctuation
Correct grammar
Proofread

Criteria                 1 In Progress         0 Unacceptable

Strengths                One or two strengths  No strengths
Clearly identified       identified            identified
Clearly explained        Strengths clearly
                         explained
Areas for Professional   One of five growth    No growth areas
Growth                   areas identified      identified
Content knowledge        Growth areas
Communication skills     explained
Technological
knowledge and skill
Multicultural awareness
Dynamics of education
change and reform
Action Plan for          Plan addresses one    No growth plan
Growth                   growth area           provided
Plan addresses           specifically and
identified growth areas  thoroughly
Plan is realistic and    Plan appears to be
achievable               realistic and
                         achievable
Mechanics &              Plan keyboarded       No growth plan
Presentation             Plan contains 3 or    provided
Mechanics-Format         more grammar,
Word-processed,          spelling, and/or
double-spaced            punctuation errors
Correct spelling
Correct punctuation
Correct grammar
Proofread

Table 4 ELED 465: Senior Project

Title:  Instructional Sequence

New Teacher Standards Addressed by This Assignment:
        Designs/Plans Instruction
        Creates/Maintains Learning Climate
        Implements/Manages Instruction
        Assesses and Communicates Learning Results
        Reflects/Evaluates Teaching/Learning
        Collaborates with Colleagues
        Knowledge of Content

Critical Attributes of the Primary Program:
        Developmentally Appropriate
        Multi-age/Multi-ability
        Continuous Assessment
        Authentic Assessment

Type:
        Authentic Performance

Situation:
        Teachers agree to teach the content required by the State
Department of Education and the local School Board when they sign their
teaching contract. A critical component of the teaching assignment
includes teaching students in a manner in which they can learn and learn
at high levels. In order to achieve this, teachers must assess previous
learning, plan lessons thoroughly, teach carefully, assess current
learning appropriately, and reflect on their teaching practices.

Task:
        Your task is to design an instructional sequence that will
demonstrate your ability to teach effectively. This sequence will
include:
        * a description of the learning community,
        * the design of five lessons appropriate for elementary
          students,
        * a rationale for teaching these lessons,
        * the design of a pre-assessment and a post-assessment plan,
        * a reflective analysis of the sequence,
        * sample student products.

You will confer with your classroom teacher in the field to determine
the content of the lessons and teach two of the lessons to the students
in your classroom.

Performance Criteria:
        Your project will be assessed with the use of a scoring guide.
Specific criteria will include:
        * a description of the learning community,
        * five lesson plans,
        * a rationale,
        * a plan for assessment,
        * a reflective analysis,
        * sample student products.

Performance Assessment: Institutional Accountability--Student and
  Program
        During the implementation phase of the redesigned programs and
the accompanying assessment components, it has become apparent that
changes need to be made in the data management system to accommodate the
large numbers of students and the different demands placed on the data.
Western is in the planning stages of a redesigned data management system
that will accommodate admission and exit data required for state and
national reports, the electronic portfolio, Teacher Work Sample
Methodology, follow-up data, and a variety of internal and external
reports. Currently, we are planning a system that will accommodate all
the initial and advanced programs within the teacher education unit. The
system must be aligned with the University=s student information system,
be user friendly, and accessible by students and faculty members as
needed. Until the system is completed, the sheer size of the program is
making it difficult to collect data to meaningfully inform the program.

Table 5 ELED 465: Instructional Sequence Scoring Guide

Component     Beginning                 Developing

Learning      5 -- Discussion is        10 -- Discussion is limited,
Community     superficial, with no      with little thought given to
              thought given to          implications on teaching and
              implications of           learning.
              context on teaching
              and learning
Rationale     5 -- Rationale is not     10 -- Rationale is state, but is
              clearly stated, weak,     not adequately supported.
              and not supported.
Lesson        25 -- Plans are not       35 -- Plans are complete but
Plans         complete. Few             lack clarity. Several standards
              standards are met.        addressed.
Assessment    5 -- Assessments are      10 -- Most of assessments are
(Pre- and     not aligned with unit     aligned with lesson objectives,
Post-Tests)   goals, directions are     include directions, somewhat
              unclear, is difficult to  difficult to administer and
              administer and score,     score, limited diversity, and
              show no variety, and      partially developmentally
              are not developmentally   appropriate.
              appropriate.
Reflective    5 -- The reflection       10 -- The reflection assesses
Analysis      describes events and      events and provides limited
              includes no               analysis.
              meaningful analysis.
Organization  3 -- Product quality is   5 -- Work quality needs
of Project    unacceptable. Omits       improvement. Includes majority
              several of the            of required components.
              required
              components.

Component     Maturing                      Exemplary

Learning      15 -- Discussion is adequate  20 -- Discussion includes
Community     and includes most of the      aspects of community,
              components of a learning      district, school, and
              community that can            classroom that can
              influence teaching and        influence teaching and
              learning.                     learning, both in terms of
                                            demand and support.
Rationale     15 -- Rationale is adequate.  20 -- Rationale is clearly
                                            stated and includes
                                            discussion of state and
                                            district goals and
                                            objectives, real-life
                                            connections, and
                                            developmental levels of
                                            students.
Lesson        45 -- Plans are complete and  55 -- Plans are detailed and
Plans         include all required          include all required
              components. Meets most of     components. Meets or
              the standards.                exceeds all required
                                            standards outlined on
                                            criteria sheet.
Assessment    15 -- Assessments are         20 -- Assessments are
(Pre- and     aligned with lesson           clearly aligned with lesson
Post-Tests)   objective, include            objectives, have clear,
              understandable directions,    understandable directions,
              feasible to administer and    are easy to administer and
              score, show some diversity,   score, address diversity,
              and mostly developmentally    and are developmentally
              appropriate.                  appropriate.
Reflective    15 -- The reflection          20 -- The reflection
Analysis      accurately assesses,          thoroughly assesses,
              analyzes, and                 analyzes, and communicates
              communicates the              the effectiveness of
              effectiveness of instruction  instruction and describes
              and describes appropriate     developmentally appropriate
              changes to improve student    changes to improve student
              learning.                     learning.
Organization  8 -- Acceptable level of      10 -- Obvious attention to
of Project    work and quality. Includes    work and quality of
              all of the required           product evident. Includes
              components.                   the following components:
                                            $ Cover page
                                            $ Table of Contents
                                            $ Sections tabbed
                                            $ Word processed
                                            $ Correct grammar
                                            and spelling
                                            $ 3-ring binder
                                            $ Student work
                                            samples