THE RELIABILITY OF MATHEMATICS PORTFOLIO SCORES - LESSONS FROM THE VERMONT EXPERIENCE

Authors
KLEIN SP MCCAFFREY D STECHER B KORETZ D
Citation
Sp. Klein et al., THE RELIABILITY OF MATHEMATICS PORTFOLIO SCORES - LESSONS FROM THE VERMONT EXPERIENCE, Applied measurement in education, 8(3), 1995, pp. 243-260
Citations number
23
Categorie Soggetti
Psychology, Educational","Psychologym Experimental","Education & Educational Research
Journal title
Applied measurement in education → ACNP
ISSN journal
08957347
Volume
8
Issue
3
Year of publication
1995
Pages
243 - 260
Database
ISI
SICI code
0895-7347(1995)8:3<243:TROMPS>2.0.ZU;2-C
Abstract
Portfolios are the centerpiece of Vermont's statewide assessment progr am in mathematics. During the first 2 years of this program, there was only moderate agreement among readers regarding a portfolio's quality . This quality often varied greatly across the five to seven pieces in a student's portfolio. Consequently, scores were not reliable enough to permit reporting student-level results. Increasing the number of re aders per piece or the number of pieces per portfolio are not operatio nally feasible solutions to the score reliability problem.