Relevant bibliographies by topics / Portfolio Assessment / Dissertations / Theses

Dissertations / Theses on the topic 'Portfolio Assessment'

To see the other types of publications on this topic, follow the link: Portfolio Assessment.
Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Portfolio Assessment.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Inkrott, Rhonda S. "Portfolio Assessment in the Preschool Classroom." Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281620433.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Thompson, Meri Dawn. "Authentic reading assessment: The reading portfolio." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1134.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Alabdelwahab, Sharif Q. "PORTFOLIO ASSESSMENT: A QUALITATIVE INVESTIGATION OF PORTFOLIO SELF-ASSESSMENT PRACTICES IN AN INTERMEDIATE EFL CLASSROOM, SAUDI ARABIA." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1037375641.

Full text
Abstract:
Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xv, 312 p. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 247-260).
APA, Harvard, Vancouver, ISO, and other styles
4

Holmes, Melissa Elizabeth. "DEVELOPING ELECTRONIC PORTFOLIO SOFTWARE FOR PROGRAM ASSESSMENT." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-05182007-145435/.

Full text
Abstract:
This paper describes how user-centered design methodologies were employed to create a software prototype used for outcomes assessment of e-portfolios. Designed to be used by faculty, university administrators and accreditation users, the prototype standardizes, aggregates and displays e-portfolio data in novel ways. Results of evaluating the prototype indicate that e-portfolios can be an effective means of outcomes assessment at the program level.
APA, Harvard, Vancouver, ISO, and other styles
5

Gilbert, Candace June. "Large-scale portfolio assessment: Pitfalls and pathways." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1524.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Amaro, Carina Lourenço. "Strategic assessment of Portugal Ventures' life sciences portfolio." Master's thesis, NSBE - UNL, 2013. http://hdl.handle.net/10362/9829.

Full text
Abstract:
A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics
This paper intends to present the Management Consulting Lab project developed in partnership with Portugal Ventures. The project has benefits for both students and the client: for students it is an opportunity to gain an innovative learning experience in a reallife setting and apply methodologies learned to solve problems; it also gives companies access to high-quality and cost-effective consulting projects and a young talent pool with new ideas and frameworks. The client’s challenge required thorough analysis to produce several deliverables to the client including a set of recommendations for future implementation based on the team’s main findings.
APA, Harvard, Vancouver, ISO, and other styles
7

Avery, Barry. "e-Portfolio assessment in networked learning based communities." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/81542/.

Full text
Abstract:
There is a substantial body of research suggesting the advantages of using e- Portfolios in higher education assessment, where work is collated by individuals to record their learning. The use of learning communities in this context is an under-researched area, despite the number of e-Portfolios that implement a social component. This work develops an alternative e-Portfolio approach by using a networked learning based pedagogy, which brings richer descriptions of both artifacts and the structure of the underlying community. Action research and free/open source development principles have been aligned over two cycles, where students have participated as both co-researchers and co-developers. Evolving the nature and presentation of assessment artifacts, participants have determined how these are best shared and reused, and the ways in which larger contextual information about the community can improve both the learning and the knowledge of the learning taking place. A multi-method research framework is used to show what artifacts are created, who is interacting with whom and why participants act as they do. Data has been collected using interviews, focus groups and from analytics from the e-Portfolio itself. The findings suggest that the types of artifacts created are influenced by both the community and by the nature of the material being learnt. Artifacts reveal the sources that students use for their work and although participants can be reluctant to reveal incorrect or incomplete work to the community, this can be encouraged by a carefully constructed induction, reinforcing the importance of the role of teacher as tutor. Expertise is quickly associated with some participants by the quality and regularity of their artifact construction, who become more central and influential to the community, with their work becoming increasingly visible through search activities. This work presents the framework, an analysis of the results, conclusions and recommendations along with a reference implementation.
APA, Harvard, Vancouver, ISO, and other styles
8

Garnett, Arlene Lois. "Portfolio assessment: An authentic method of student evaluation." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/825.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bryan, Joyce Bethea. "Technological Literacy Assessment in Secondary Schools Through Portfolio Development." NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/432.

Full text
Abstract:
Secondary school students lacking technological literacy required for job success in the 21st century participated in an action oriented research study to increase their literacy levels. A team of teachers, 9th-grade students, media specialists, and a researcher implemented a technological and information skills model across subject -area disciplines in an effort to identify the needed skills and implement an instructional program for technological literacy. The researcher worked with a formative and summative committee to design and produce a conceptual design, scope, sequence, and instructional schedule that served four grade levels across subject area curricula. Teachers used an interdisciplinary approach to instruction and determined that effective and efficient teaching for technological literacy across the curriculum was achieved. Students successfully demonstrated performance in 14 core competencies over a two-month time period during regular courses in five major disciplines. During the study, students benefited from opportunities to engage in supplemental technological activities by individual choice. Performance of technological objectives was marked and entered on checklists for planned future entry into a networked database for use by all teachers and administrators. Individual checklists were printed and became a part of student portfolios displaying technological learning. Other items in the portfolios included self-entry and exit-analyses and pre- and post-instruction compositions. Assessment instruments developed for the study were used to evaluate teacher attitudes, portfolio development, student attitudes, and class performance. Teachers and technology committee members judged the program to be successful and projected a need for implementation of the program for the entire school population. Findings and recommendations showed that cross-discipline instruction based on the model used in the study was a solution for increasing student levels literacy through increased understandings and demonstrated performance. The study revealed a need for further research in areas of curriculum space, cooperative work, and contextual problem-solving education as they apply to improving technological literacy in secondary schools.
APA, Harvard, Vancouver, ISO, and other styles
10

Skelton, Beverly J. "The portfolio : an educational tool for instruction and assessment." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2247.

Full text
Abstract:
The portfolio method for instruction and assessment is an alternative to less effective traditional teaching methods. The flexible structure allows educators to incorporate other innovative teaching methods, such as experiential and collaborative learning. It can improve students' critical thinking skills and writing ability. Portfolio assessment is equitable and accurate in measuring students' progress and recording their accomplishments.
APA, Harvard, Vancouver, ISO, and other styles
11

De, Anda Maria Elizabeth. "Assessing students' understanding of science concepts through portfolio assessment." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1197.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Weaver, Starlin Dawn. "Using Portfolios to Assess Learning in Chemistry: One School's Story of Evolving Assessment Practice." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/29837.

Full text
Abstract:
The purpose of this study was to investigate the process of implementing an alternative form of assessment in chemistry classrooms. The current reform of science education involves the implementation of varied forms of instruction; it stands to reason that assessment will evolve with the curriculum (Baxter, Shavelson, Goldman & Pine, 1992). In an era for which the exclusive use of multiple-choice and similar tests i.e., fill-in the-blank, matching, and true/false are inappropriate measures of student abilities (Hamm & Adams, 1991), portfolios can offer a suitable alternative assessment, as well as a means for evaluation (Paulson, Paulson & Meyer, 1991). This study was conducted in a small math, science and technology high school and focused on three individual teachers and twelve of their students. The research focused on how teachers defined portfolios and implemented this assessment tool in their classrooms and how students and teachers perceived the use and value of the process. This study employed qualitative methodology using individual interviews, document analyses, and classroom observations. Data sources included documents, transcripts of interviews and fieldnotes. The primary research questions were: How do the teachers define and implement portfolios? How do the teachers' definitions of portfolios change during implementation? What are the students' understandings of portfolios and how they are used and do the students' understandings change? What do teachers and students believe portfolios represent regarding the learning that occurs in the science classroom? and What do the data collected via this study demonstrate about portfolios as a valid means of assessing student progress? The teachers' and students' definitions addressed four of the six components of portfolios identified in the literature. Both groups recognized a defined use, evidence, student and teacher made decisions, and reflection as key portfolio elements. Each group failed to identify the components of a defined goal and teacher student conferences. Portfolios were viewed by the teachers and students as a valuable tool. This value was defined in terms of student self assessment and evaluation, teacher assessment and evaluation, college admission, goal setting, promotion of student organizational skills and recognition of student success.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
13

Wangchuk, Karma. "The feasibility of rubrics and portfolio assessment for use in continuous assessment in Bhutan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0027/MQ62161.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Calhoun, Lisa. "The feasibility of rubrics and portfolio assessment for use in continuous assessment in Bhutan." Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/727.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Haig, D. Alexander J. "The effectiveness of self-assessment and its viability in the electronic medium." Thesis, University of Dundee, 2013. https://discovery.dundee.ac.uk/en/studentTheses/aae612a3-774c-4546-9c8d-66bd0769c385.

Full text
Abstract:
Background: Self-assessment is widely used across the health professions for a variety of purposes, including appraisal, CPD and revalidation. Despite numerous reported short-comings, the use of self-assessment is increasing, frequently on the requirements of regulatory bodies. Traditionally it has been a paper exercise, but in recent years self-assessment has appeared in electronic portfolios – a medium often used to collate assessments and other educational requirements. This thesis evaluates the effectiveness of self-assessment, in particular delivered via an e-portfolio, to determine if it: ? Improves the accuracy of perception of learning needs ? Promotes appropriate change in learner activity ? Improves clinical practice Methods: This thesis is comprised of two systematic reviews and a case study. The first of two systematic reviews examines the evidence for effectiveness of self-assessment in the three research questions. The second evaluates the effectiveness of portfolios as a medium for postgraduate healthcare education. Both reviews are notable in that they employ systematic review methodology on non-clinical questions and amalgamate quantitative and qualitative data. The final research component is an exploratory case study that tests the questions against a large data set (an entire training year of Scottish Foundation doctors) collated by the NHS ePortfolio. The case study provided the opportunity to separate groups of self-assessors identified by the literature, and compare the groups’ self-scores against those of their supervisors and peers in the first and final post rotations; additionally, the groups’ behaviour was matched against the literature for related educational activities recorded by the ePortfolio such as personal development planning. The case study also allowed the medium of e-portfolios to be itself evaluated in practice as an educational infrastructure. Through the comprehensive and iterative examination of the large dataset it became apparent that quantitative analysis was of limited value and qualitative analysis of elicited the richness on the data in context. Results: With both reviews, the original research questions were unable to be fully answered due to the paucity of evidence of sufficient quality; however, both did discover relevant related evidence. The self-assessment review found competent practitioners are the best able to self-assess whilst the least competent are the least able to self-assess. Peer assessment was found to be more accurate than self and better aligns with faculty/supervisor assessment. Feedback and benchmarking can improve self-assessment accuracy, especially for the most competent, and video can be seen to enhance this. There is no conclusive evidence that gender or culture effect self-assessment ability. Practical skills are better self-assessed than knowledge-based or “soft” skills. The portfolio review found summative assessment reliability improved with multiple raters and discussion between the raters. Evidence on whether portfolio use aided reflection was mixed, possibly because it was dependent on individual conditions. The engagement and support of supervisors is key to portfolios being used properly, and there is some evidence portfolio learners are less passive then non-users. The time required to effectively use a portfolio is rarely considered. Although many of the literature’s findings were born out by the case study, the data also revealed (often by omission) many flaws in the use of self-assessment and related activities, many of which can be ascribed to the training year examined Much of the qualitative examination of text corresponded with the wider literature with low self-raters being over-critical of their often superior skills and high self-raters being over confident. However, there was some dissonance with the literature in the final component in that supervisor scoring conflicted with expectations whilst there text comments continued to match the literature. Conclusions: Assessment in post-graduate health care is high stakes and resource-intensive. Self-assessment, and its use within an electronic portfolio, is demonstrated to have enormous potential if properly implemented.
APA, Harvard, Vancouver, ISO, and other styles
16

Hart, Brandon T. "The implementation of portfolio assessment into the secondary mathematics curriculum /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/hartbt/brandonhart.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Roth, Dawn. "The European Language Portfolio : An assessment in Mother Tongue Teaching." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17352.

Full text
Abstract:
The present study focuses on teacher’s attitudes to the European Language Portfolio (ELP) in mother tongue English programs. More specifically it will explore how effective the ELP and portfolio assessment are in mother tongue teaching inSweden. The aim is also to assess whether mother tongue English students perform equally well in the four language skill areas. This case study seeks to find the strengths and weaknesses of the ELP according to the teachers that are using the ELP as an assessment tool, as well as investigating previous evaluation materials used to identify achievement in mother tongue. For this purpose, a case study was conducted using semi-structured interviews with four English mother tongue teachers at theLanguageCenterin Göteborg (henceforth LCG). The teachers interviewed at the language center use the ELP assessment but do not actively use the other parts of the language passport. The LCG materials for the mother tongue ELP were adapted from the original ELP 6 to 16 years created for Österåker municipality by Iakovos Demetriádes in 2007. Mother tongue teachers in Göteborg have since identified a number of the ELP’s strengths, as well as some of its weaknesses. The ELP is compatible with the Swedish syllabus, which makes it easier to write a written assessment for each class from the 1st grade and up.  There are however problems with individual teachers interpretation of ELP descriptors.  These problems will be brought to light later on in this paper.
APA, Harvard, Vancouver, ISO, and other styles
18

Lam, Che-keung, and 林志強. "Implementation of portfolio assessment: students' perceptions in two writing classrooms." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46541160.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Gläser-Zirkuda, Michaela, and Florian Hofmann. "Das Portfolio als Lern-, Lehr- und Assessment-Instrument im Hochschulbereich." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-202912.

Full text
Abstract:
Zu den bedeutsamsten Veränderungen in der europäischen Hochschullandschaft gehört zweifelsohne die stärkere Fokussierung auf die einzelnen Studierenden und deren Lernprozesse. Damit werden insbesondere Herausforderungen der Gestaltung von Lernangeboten und Formen der Leistungserhebung und -beurteilung adressiert. Das Portfolio wird in diesem Zusammenhang seit einigen Jahren intensiv diskutiert, da es sowohl als Lern-, Lehr- sowie Beurteilungsinstrument fungieren kann. Im vorliegenden überblicksartigen Beitrag wird das Portfolio daher mit Blick auf aktuelle Entwicklungen in der Lehr-Lernforschung vorgestellt und dessen Potenzial speziell für die Hochschuldidaktik sowie als Verfahren des formativen Assessments diskutiert.
APA, Harvard, Vancouver, ISO, and other styles
20

Ziegler, Brittany. "Examining Portfolio-Based Assessment in an Upper-Level Biology Course." Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26497.

Full text
Abstract:
Historically, students have been viewed as empty vessels and passive participants in the learning process but students actually are active forming their own conceptions. One way student learning is impacted is through assessment. Alternative assessment, which contrasts traditional assessment methods, takes into account how students learn by promoting engagement and construction of knowledge. This dissertation explores portfolio-based assessment, a method of alternative assessment, which requires students to compose a purposeful collection of work demonstrating their knowledge in an upper-level biology course. The research objectives include characterizing and contributing to the understanding of portfolio-based assessment in higher education, examining reflection and inquiry portfolio components, determining student knowledge of biological concepts, and investigating student integrative thinking through the transformation of reflections into concept webs. One main finding includes the majority of reflections categorized as naive or novice in quality. There was no difference in quality of reflections among biological topic. There was a relatively equal amount of high and low cognitive level questions. Students' knowledge of biological concepts significantly increased from the beginning to end of the course. Student written reflections were transformed into concept webs to allow for examination of student integrative thinking. Concepts, relationships, and interconnections in concept webs showed variation but declined by the end of the semester. This study is one of the first examining portfolio-based assessment in an upper-level biology course. We do not contend that this method of assessment is the only way to promote student learning but portfolio-based assessment may be a tool that can transform science education but currently the role of portfolio-based assessment in science education remains unclear. Additional research needs to be conducted before we will fully understand and be able characterize this type of assessment.
APA, Harvard, Vancouver, ISO, and other styles
21

Greve, Curt Michael. "Reading Beyond The Folder: Classroom Portfolio Assessment As A Literacy Event." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467129338.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Malfas, Gregory P. "Historical risk assessment of a balanced portfolio using Value-at-Risk." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0430104-025952/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Sutherland, Stephanie D. "A systematic examination of portfolio assessment to promote teacher professional growth." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0035/MQ38768.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Spencer, Dianne M. "An exploration of portfolio assessment and its influence on children's writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/MQ45344.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Thorsén, Erik. "Assessment of the uncertainty in small and large dimensional portfolio allocation." Licentiate thesis, Stockholms universitet, Matematiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-176095.

Full text
Abstract:
Portfolio theory is a large subject with many branches. In this thesis we concern ourselves with one of these, the precense of uncertainty in the portfolio allocation problem and in turn, what it leads to. There are many forms of uncertainty, we consider two of these. The first being the optimization problem itself and optimizing what might be the wrong objective. In the classical mean-variance portfolio problem we aim to provide a portfolio with the smallest risk while we constrain the mean. However, in practice we might not assign a fixed portfolio goal but assign probabilities to the amount of return a portfolio might give and its relation to benchmarks. That is, we assign quantiles of the portfolio return distribution. In this scenario, the use of the portfolio mean as a return measure could be misleading. It does not take any quantile into account! In the first paper, we exchange the portfolio moments to quantile-based measures in the portfolio selection problem. The properties of the quantilebased portfolio selection problem is thereafter investigated with two different (quantile-based) measures of risk. We also present a closed form solution under the assumption that the returns follow an elliptical distribution. In this specific case the portfolio is shown to be mean-variance efficient. The second paper takes on a different type of uncertainty which is classic to statistics, the problem of estimation uncertainty. We consider the sample estimators of the mean vector and of the covariance matrix of the asset returns and integrate the uncertainty these provide into a large class of optimal portfolios. We derive the sampling distribution, of the estimated optimal portfolio weights, which are obtained in both small and large dimensions. This consists of deriving the joint distribution of several quantities and thereafter specifying their high dimensional asymptotic distribution.
APA, Harvard, Vancouver, ISO, and other styles
26

Wood, Trevor Ronald. "Portfolio assessment in primary school mathematics: a study of pedagogical implications." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/2441.

Full text
Abstract:
This thesis records a study of major change. The study was designed to reveal and address the implications for teachers of primary mathematics, of moving from test-based assessment to a base built upon a balanced blend of norm-referenced and criteria-based assessments. In developing embedded authentic assessment through a process portfolio model, the teachers looked to change from the assessment of learning to assessment for learning. Consequently, through the efforts of the teachers involved, their students and those students’ parents, the study traced a substantial pedagogical restructure. Based on an interpretative methodology, this study of significant assessment restructure used mainly qualitative approaches to data collection and analysis, supplemented by limited quantitative data. Interviews, participant observer interactions, surveys and joint teacher discussion and planning sessions were effective in mapping the change. Through frequent interaction, participating teachers shared their emerging understandings, along with difficulties and successes in the evolution and implementation of an effective, flexible process portfolio. From the beginning of the evolution, teachers working together to bring about improvements that would lead to students perceiving mathematics as meaningful, engendered a strong feeling of excitement, curiosity and ‘team’. As the change progressed the team identified and met a range of challenges, not the least of which was gaining an understanding of the nature and function of a process portfolio strategy as against the product portfolio which was in use at that time in the study school. The resultant change was not implemented without barriers.Of prime concern across the group of teachers involved was the perennial problem of finding development time in what were already busy teaching days. However, for the change to be meaningful and lasting, it was imperative that the teachers invested considerable time in assuming ownership through genuine engagement in the evolution of the new concept. The engagement saw teachers experience first-hand the application of constructivist learning theory. It was an approach to learning that was largely unfamiliar to them and one they needed to understand in developing a successful process portfolio model. The study of that learning and the resultant change illustrated that a well-designed process portfolio structure offers widely diverse opportunities for teachers and students to work meaningfully with authentic mathematics. The enthusiastic prolonged engagement on the part of the students, with notable parental support, was deemed by the participant teachers to be suitable reward for the time and effort that they invested over the two years of the study. Following the teachers’ prolonged commitment, the emergent portfolio was shared through an in-house booklet written to encourage other teachers to adopt authentic assessment, Process Portfolios in Primary Mathematics: A Guide. Within the booklet, explanation and illustration of the rationale, form and function of the unique process portfolio model offers starting points for others, should they embark on a similar course of assessment change in search of real student engagement in understanding mathematics. Subsequent sharing of the results of the study with the wider profession through journal articles and conference workshops is to be based on the contents of the guide booklet.
APA, Harvard, Vancouver, ISO, and other styles
27

Wood, Trevor Ronald. "Portfolio assessment in primary school mathematics : a study of pedagogical implications /." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16675.

Full text
Abstract:
This thesis records a study of major change. The study was designed to reveal and address the implications for teachers of primary mathematics, of moving from test-based assessment to a base built upon a balanced blend of norm-referenced and criteria-based assessments. In developing embedded authentic assessment through a process portfolio model, the teachers looked to change from the assessment of learning to assessment for learning. Consequently, through the efforts of the teachers involved, their students and those students’ parents, the study traced a substantial pedagogical restructure. Based on an interpretative methodology, this study of significant assessment restructure used mainly qualitative approaches to data collection and analysis, supplemented by limited quantitative data. Interviews, participant observer interactions, surveys and joint teacher discussion and planning sessions were effective in mapping the change. Through frequent interaction, participating teachers shared their emerging understandings, along with difficulties and successes in the evolution and implementation of an effective, flexible process portfolio. From the beginning of the evolution, teachers working together to bring about improvements that would lead to students perceiving mathematics as meaningful, engendered a strong feeling of excitement, curiosity and ‘team’. As the change progressed the team identified and met a range of challenges, not the least of which was gaining an understanding of the nature and function of a process portfolio strategy as against the product portfolio which was in use at that time in the study school. The resultant change was not implemented without barriers.
Of prime concern across the group of teachers involved was the perennial problem of finding development time in what were already busy teaching days. However, for the change to be meaningful and lasting, it was imperative that the teachers invested considerable time in assuming ownership through genuine engagement in the evolution of the new concept. The engagement saw teachers experience first-hand the application of constructivist learning theory. It was an approach to learning that was largely unfamiliar to them and one they needed to understand in developing a successful process portfolio model. The study of that learning and the resultant change illustrated that a well-designed process portfolio structure offers widely diverse opportunities for teachers and students to work meaningfully with authentic mathematics. The enthusiastic prolonged engagement on the part of the students, with notable parental support, was deemed by the participant teachers to be suitable reward for the time and effort that they invested over the two years of the study. Following the teachers’ prolonged commitment, the emergent portfolio was shared through an in-house booklet written to encourage other teachers to adopt authentic assessment, Process Portfolios in Primary Mathematics: A Guide. Within the booklet, explanation and illustration of the rationale, form and function of the unique process portfolio model offers starting points for others, should they embark on a similar course of assessment change in search of real student engagement in understanding mathematics. Subsequent sharing of the results of the study with the wider profession through journal articles and conference workshops is to be based on the contents of the guide booklet.
APA, Harvard, Vancouver, ISO, and other styles
28

Piper, Carla Hagen. "Electronic portfolios in teacher education." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2478.

Full text
Abstract:
Three education reform themes concerning the preparation. of teachers for the 21st Century converge in this study: teacher accountability to professional certification standards, authentic assessment, and the use of advanced technologies. The question of how to use technology effectively in the assessment of teacher candidates to demonstrate achievement of course objectives based on state certification standards led to the development of the electronic portfolio project in a small university teacher credential program. The process of preparing an electronic portfolio using computer and multimedia technology was examined from the perspective of twelve teacher candidates enrolled in a multiple subject reading methods classes. This research was a multiple case study in which qualitative data was obtained through open-ended interviews with the teacher candidates, the course professor, and the computer lab technician, as well as through analysis of the electronic portfolio product. Whether the electronic portfolio could be considered an effective tool for documenting teacher candidate performance and the achievement of course objectives was the primary question investigated in this study. Themes and patterns that emerged from interviews, portfolio reflections, and field records kept by the researcher were examined through Ethnograph, a qualitative data software analysis program, in order to gather information concerning the teacher candidate's experience of collecting and preserving digital artifacts to be used as evidence of demonstrating competencies. The teacher candidate's perceptions of the strengths and weaknesses, as well as the software and hardware problems encountered during the electronic portfolio process, were explored. Written reflections within the electronic portfolio framework were examined to gain insight into the student's process of self-reflection and self-assessment. A computer literacy questionnaire was administered prior to the study in order to determine previous experience with and attitude toward technology. The researcher's process of creating templates in hypertext markup language (HTML) and Hyperstudio, a multimedia authoring software program, provided further insight into the design and implementation of the electronic portfolio project.
APA, Harvard, Vancouver, ISO, and other styles
29

Blatt, Sharon L. "An in-depth look at the information ratio." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0824104-155216/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Lau, Sau-ching Helen. "A survey of current assessment practices in the day nurseries : some challenges and opportunities for portfolio assessment." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35544545.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Lau, Sau-ching Helen, and 劉秀清. "A survey of current assessment practices in the day nurseries: some challenges and opportunities for portfolio assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35544545.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Frank, Brian C. "AN OUTCOME-BASED ASSESSMENT SYSTEM USING HIGH GRANULARITY TESTS, ELECTRONIC EXHIBITS, AND A HYPERLINKED DATABASE." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/406.

Full text
Abstract:
Current accreditation preparation methods at many universities are time consuming and tedious. This is because cost prohibits many programs from purchasing commercial assessment applications. Creating an accreditation system that utilizes readily available and internally produced software reduces the time burden and cost of an accreditation process. This work presents software applications and operating procedures for a system that integrates a high granularity database to record assessment test results and student work exhibits. Database records are linked to course and program educational outcomes. The database includes fields that link student work exhibits to outcomes using a standardized filename code. This work combines a testing application, assessment database, electronic student portfolio, and standardized File Name Generator into a cohesive assessment system. This work resulted in three applications; an updated tester application, a File Name Generator, and a hyperlinked database. The applications were used in a pilot program to collect data and produce reports showing percentage scores for each outcome.
APA, Harvard, Vancouver, ISO, and other styles
33

Fransen, Joan C. "An investigation into the use of portfolio assessment in elementary music education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32918.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Wozney, Lori M. "The art of self-reflection : adult learners' encounters with portfolio-based assessment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64000.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Tlokotsi, Matsiliso Mary. "A model to improve the implementation of portfolio assessment / Matsiliso Mary Tlokotsi." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2854.

Full text
Abstract:
In South African classrooms a strong emphasis is placed on assessing learners by means of portfolios. Through the utilisation of portfolios it is envisaged that learner growth and development should be enhanced in order for learners to become expert learners who are strategic, self-regulated and self-reflecting. This study aimed to determine how effective the implementation of portfolio assessment presently is, and if necessary, to develop a model that could improve the implementation of portfolio assessment in the Senior Phase, Grade 9 in particular. By means of explanatory mixed method research through the completion of questionnaires by 369 learners and 88 educators, and focus group interviews conducted with 36 of the 88 educators from the Sedibeng West District, disconcerting results were revealed. It appeared that educators are not equipped with adequate knowledge and skills to implement portfolio assessment in order to enhance learner growth and development. Based on the disturbing findings, a model was designed to highlight the processes and components involved in the successful implementation of portfolio assessment. As no evidence of any other model to improve the implementation of portfolio assessment at school level could be located, the contribution of this study lies in the development of a tool that could be utilized by the Department of Education to train educators to become effective implementers of portfolio assessment.
Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2009.
APA, Harvard, Vancouver, ISO, and other styles
36

Chu, Vivian, and 朱嘉麗. "Effects of portfolio assessment on children's writing performance and conceptions of learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962889.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Pitts, John. "A study of approaches to assessment by portfolio for general practice trainers." Thesis, University of Winchester, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431212.

Full text
Abstract:
Judging the quality of reflective portfolios is assuming critical importance with their increasing use in accreditation and revalidation. The experience of this work has shown that despite explicit instructions to compilers, considerable investment in assessor training, and the negotiation, agreement and publication of overt criteria, individual assessments are consistent but show only fair inter-rater reliability and are untrustworthy in high stakes assessment. This study has also shown that reliability is not improved through the process of trying to 'shape' portfolios to introduce structural consistency, although it can be improved by using discussant pairs of assessors, with consequent issues of cost. While this method should be further researched as a means by which portfolios can be judged, consideration of the nature of professional practice and the processes that underpin judgements made by professionals moves the debate towards rejecting the traditional first hurdle of reliability before examining the validity of assessment tools. This thesis describes a methodology that begins the process by justifying the general direction such enquiries might be taking. Based on an exploration of the issues, it offers a model for a system for the assessment of professionals that is both theoretically supported and practically possible.
APA, Harvard, Vancouver, ISO, and other styles
38

Morgan, Christi A. "Educator Perceptions of Forces Influencing Implementation of a Statewide Writing Portfolio Assessment." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404553/.

Full text
Abstract:
Leaders of the 84th Texas Legislature drafted and ratified HB 1164 (2015), prompting the Texas Education Agency to pilot a portfolio assessment option for assessing student writing growth and proficiency. The purpose of this study was to identify the perceptions, characterize the experiences, and identify the forces that influenced initial implementation of the statewide writing pilot. Through interviews with district leaders and the collection of open-ended questionnaires from participating educators, a collective case study method was conducted and allowed for analysis of cross-case themes. The identification of restraining and driving forces affecting implementation of the statewide pilot program provided insight into considerations for next steps in the evaluation of student writing achievement and growth. Three primary perceptions emerged as restraining forces influencing implementation: influences of inadequate funding, inconsistencies of implementation, and navigation of multiple assessment systems. Six primary themes related to driving forces influencing implementation were identified: using sociocultural and authentic methods, engaging in reflective practices, increasing volume and variety of writing opportunities, assessing student growth, aligning methods of instruction and assessment, and reducing stress for students. Effective professional development, dependent upon funding and staffing allocations; two-way channels of communication for participant reflection and feedback; and effective assessment structures must be aligned with the purpose and goals of a student-centered assessment system, which requires collaborative conversations between policy makers, state-level decision makers, and educators.
APA, Harvard, Vancouver, ISO, and other styles
39

Chu, Vivian. "Effects of portfolio assessment on children's writing performance and conceptions of learning." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B26232807.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Kershaw, Maxine Y. "Teachers' Knowledge of Dominie Reading and Writing Assessment Portfolio Word-Level Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4069.

Full text
Abstract:
There is confusion among teachers in a school district in a southeastern state about the instructional use of the state-mandated Dominie assessment for word-level reading and phonemic awareness skills for kindergarten and first-grade students. Recent assessment data indicated that 20% of students tested in kindergarten and first grade needed remediation. The purpose of this qualitative, bounded case study of a primary school was to understand teachers' perceptions about using the Dominie assessment for instruction, and how these perceptions contribute to the decline in reading scores. Using constructivism as a conceptual framework, the research questions focused on the trends in students' Domine assessment scores, the perceptions of teachers regarding the use of the assessment in planning and instruction, and the actual use of assessment results for facilitating construction of students' learning in reading. Interview data were collected from 11 participants who are kindergarten and first-grade teachers who had administered the Dominie assessment in one school in the district. Themes emerged after data analysis yielding strategies to address needs for time for assessment, training and supplementary methods, improvements in the assessment itself, and special knowledge to use Dominie data. A professional development project that allows teachers to help students construct their learning in ways that encourages them to reflect on experiences and use prior knowledge to improve reading skills was developed. Positive social change might occur as teachers expand their knowledge and instructional approaches through this professional development project in ways that could improve learning and reading skills for kindergarten and first-grade students in this school and others in the district.
APA, Harvard, Vancouver, ISO, and other styles
41

Salling, Debora K. "Developing a K-12 portfolio assessment plan : a study in the advantages and disadvantages of creating and sustaining a long-term student portfolio to improve assessment, instruction, and learning /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1599.html.

Full text
Abstract:
Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Elizabeth Aaronsohn. " ... in partial fulfillment of the requirements for the degree of Master of Science in Teacher Education." Includes bibliographical references (leaves 44-46).
APA, Harvard, Vancouver, ISO, and other styles
42

Hadziefendic, Adnan, and Kristian Ullakko-Haaraoja. "Managing a Credit Portfolio : A pilot study for Sandvik AB." Thesis, University of Gävle, Department of Business Administration and Economics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4566.

Full text
Abstract:

Background:

If a company does not have an optimal model for credit portfolio management they can face difficulties if they cannot forecast how the credit portfolio will behave during recessions. It can be explained with the fact that the management for the company might ask how the department forecasts a probable default within the credit portfolio. The senior management might want to know how the management for the credit portfolio measures how big credit losses can become. They might also want to know how it is possible to reduce the risk of big credit losses. The key factor in this type of questions is how it is possible for a company to forecast a default.

 

 

 

 

 Purpose:

Our purpose is to make a pilot study where we bring out the components that are necessary for the creative of an optimal model that is applicable on Sandvik’s credit portfolio.

 

Method:

For the collection of empirical data, we used a qualitative method. The qualitative method was based on interviews with respondents from Scania Financial Services, Volvo CE International and Swedbank. In addition, we had discussions with our “employer” Sandvik about their credit portfolio management. We analyzed the empirically gathered data with a hermeneutic perspective.

 

Conclusions:                  

Sandvik has a credit portfolio with many small companies which imply that it is a high risk portfolio. For that reason we brought out components that are necessary for their credit portfolio. The components we brought out were by a comparison between the theory and our cases. The components are following: parameters within country assessment, customer’s customer, payment history and payment behavior, judgement of customer’s management, utterances from the management, investment plans, cash flow analysis, stable earnings, key performance indicators, profitability, future forecasts, balance sheet analysis, legal situation, business expertise and securities.

APA, Harvard, Vancouver, ISO, and other styles
43

Kondapaneni, Rajesh. "A Study of the Delta-Normal Method of Measuring VaR." Link to electronic thesis, 2005. http://www.wpi.edu/Pubs/ETD/Available/etd-050905-104553/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Cheung, Mei-ki Alice, and 張美琪. "Using portfolio for formative assessment: a case study of an Al geography class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962439.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Prasad, Nishita. "Portfolio assessment in secondary education: the case of one school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27057069.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Huang, Yin-chiu, and 黃盈秋. "Four Types of Portfolio Assessment in EFL Instruction: Alternative Festival Portfolio Assessment." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/26135046882402395908.

Full text
Abstract:
碩士
國立高雄師範大學
英語學系
91
This study investigated the effects of a festival portfolio project on English learning of junior high school students. The four types of portfolio assessment implemented in this study include students’ self-assessment, peer assessment, parent assessment, and teacher assessment. Specially, the student responses to four types of portfolio assessment and the correlation of four types of portfolio assessment are analyzed and discussed. In addition, the student responses to cultural learning and English learning through composing the festival portfolios are investigated. The subjects of the study included 76 seventh-grader and eighth-grader students in junior high school in Kaohsiung. An eight-week study was conducted in the portfolio assessment project. For the data analysis, the researcher collected students’ festival portfolios, the assessment forms of the four types of portfolio assessment, and the questionnaires on student responses to the festival portfolio project. Based on the data analyses, both quantitative and qualitative, the findings of the study are summarized as follows: 1. The students showed positive responses to all four types of portfolio assessment. Among four types of portfolio assessment, many students thought that teacher assessment was the most helpful one, while self-assessment was the least helpful one. 2. The correlation between self-assessment and peer assessment was statistically significant in all items except the item of grammatical correctness, while the correlation between teacher assessment and self-assessment was not statistically significant in all items. 3. The festival portfolio project enhanced students’ cultural awareness and learn Chinese and western cultures. 4. The festival portfolio project motivated students to learn English. On the basis of the study findings, the researcher makes the following pedagogical implications: 1. EFL teachers can use portfolio assessment as medium to combine instruction and assessment together. 2. EFL teachers can adopt portfolio assessment to help students learn and assess their language learning processes. 3. Students, peers, parents, and teachers can be involved in the process of learning and assessment to enhance students’ learning. 4. EFL teachers can teach festivals in the language class to help increase students’ cultural awareness and learning.
APA, Harvard, Vancouver, ISO, and other styles
47

Chang, Chi-Hao, and 張志豪. "Case-Based portfolio assessment system." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/10130384054084771247.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Cho, Yi-Ching, and 卓宜青. "Networked Portfolio System with Peer Assessment." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/84135390274017770725.

Full text
Abstract:
碩士
國立交通大學
資訊科學系
89
Although Taiwan’s Ministry of Education is increasingly emphasizing the use of multi-assessment in middle schools and universities, the conventional methods of assessing students’ ability fail to assess higher-order thinking owing to their inability to motivate students properly. Combining the flexibility of a network with the storage capacity of a computer, this work presents a novel networked portfolio system using peer assessment to assess the higher-order thinking on students. Based on portfolio and peer assessment, the networked portfolio system provides an environment that combines the flexibility of a network with the storage capacity of a computer. This system also allows students to collect their learning recode (including their homework), interact with peers, and critically reflect. Moreover, in addition to helping teachers and researchers assess the higher-order thinking of students, the proposed system also helps students to train their critical thinking and analytical skills. Furthermore, the networked electronic portfolio system with peer assessment can hopefully be implemented throughout all educational levels.
APA, Harvard, Vancouver, ISO, and other styles
49

Hrubanová, Alžběta. "Žákovské portfolio." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-387194.

Full text
Abstract:
The thesis entitled Pupil's Portfolio is divided into a theoretical and research sections. The theoretical section describes the pupil's portfolio in a wider context and deals with the analysis and concept of portfolio at primary school. It focuses on the importance of the portfolio for both pupils and teachers. It presents the goals of portfolio. It provides various advantages and disadvantages of the pupil's portfolio. It proposes phases of how to work with the pupil's portfolio. In the theoretical section, the link between the portfolio and the teacher - student - parent is also stated. In the context of the pupil's portfolio, the work is devoted to assessment and learning. Furthermore, the work identifies the pupil's portfolio as a tool of self-assessment and shows how to guide pupils to self-assessment. The thesis examines the possibilities and limits of different types and concepts of pupil's portfolio at primary school. The research section describes and analyzes a specific concept of a representative portfolio in the 5th year of primary school by a teacher V. The conclusion of the research section assesses the viability of the pupil's portfolio and the main benefits of working with it in learning and evaluating pupils at the end of the primary school. The research work also describes the...
APA, Harvard, Vancouver, ISO, and other styles
50

Chen, Kai-wen, and 陳凱文. "The Empirical assessment of Portfolio Balance Model." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/vet23w.

Full text
Abstract:
碩士
國立中山大學
中山學術研究所
95
Using asset prices to explain the fluctuations of nominal exchange rate is popular for decades. A majority of papers focused on Monetary Model but failed to make a consistent conclusion. In this article, we suggest that the failure of monetary model might be coming from the basic assumption of taking different countries’ assets as “perfect substitutes”. Under such circumstances, we introduce another model named as “Portfolio Balance Model” where assets of different countries are no longer be taken as “perfect substitutes” , implying that UIP( Uncoverd Interest Rate Parity)exist no more either. We do not overthrow the entire theory of Monetary Model. Instead, we expect the combination of these two models will turn something out that can be much more general, consistent, and robust. We take Canada as our domestic currency and adopt Johansen(1988) and Stock & Walson(1988) by using co-integration to test on three exchange rates relation (USD/CAD,GBP/CAD,JPY/CAD) from 1973 Q1 to 2004 Q4. It turns out that most of the coefficient are correct and passing statistical significance, such result suggest that the portfolio balance effect should not be ignored in the model.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Portfolio Assessment' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography