%0 Thesis %1 ingalsbe_comparison_1998 %A Ingalsbe, Noaleen Gale %D 1998 %K EDUCATION, Higher, TEACHER TRAINING %T Comparison of faculty and student perceptions of program goal achievement, portfolio quality, and the portfolio assessment process in an education specialist degree program in a small private liberal arts college %X This program evaluation study compared ten faculty evaluations and 20 students' self-evaluations on goal achievement, using the students' portfolios in an Education Specialist degree two-year cohort program. Portfolio quality and the perceptions of the portfolio process were evaluated. Six program objectives were the foundation for evaluating portfolios and competencies. A research paper and a portfolio compiled by the student using material produced during the course of the study were presented to a three-member faculty committee at the oral examination. The portfolio was to provide (1) meaningful information for fair and equitable decisions on knowledge and skills; (2) evaluation of teaching, leadership, interpersonal, research, self-reflection, and collaboration skills; (3) authentic assessment with student responsibility and involvement; (4) feedback for students to recognize program objective achievement; (5) assurance of quality students; (6) assurance that faculty and students have the same understanding of the assessment process; and (7) feedback for program improvement. Six research questions were analyzed. Twenty-three independent t-tests compared the faculty mean ratings and student self-ratings on goal achievement, portfolio quality, and attitudes. Four were significantly different. For each group, the faculty and the students, the Pearson product-moment correlation coefficient was performed to determine the relationship between program goal achievement and portfolio quality. Percentages and frequencies of responses determined whether the portfolios assisted students in preparing and conducting the oral examinations. Ten faculty and a random sample of seven students were interviewed. The study concluded that portfolios (1) provide a constructivist approach; (2) are an excellent form of alternative and authentic assessment; (3) provide a mechanism to assure program goals are achieved; (4) allow students to be accountable and responsible for their own learning; (5) influence reflection and self-assessment; (6) assist students with their oral examinations; (7) produce faculty ratings that are more predictable than student self-ratings when the number of examples of documentation and the quality of achievement are compared; (8) were positively perceived by faculty and students; (9) require training; (10) are time consuming; (11) should be used in conjunction with traditional forms of assessment; and (12) can be a practical, workable, and appropriate form of alternative assessment.

@phdthesis{ingalsbe_comparison_1998, abstract = {This program evaluation study compared ten faculty evaluations and 20 students' self-evaluations on goal achievement, using the students' portfolios in an Education Specialist degree two-year cohort program. Portfolio quality and the perceptions of the portfolio process were evaluated. Six program objectives were the foundation for evaluating portfolios and competencies. A research paper and a portfolio compiled by the student using material produced during the course of the study were presented to a three-member faculty committee at the oral examination. The portfolio was to provide (1) meaningful information for fair and equitable decisions on knowledge and skills; (2) evaluation of teaching, leadership, interpersonal, research, self-reflection, and collaboration skills; (3) authentic assessment with student responsibility and involvement; (4) feedback for students to recognize program objective achievement; (5) assurance of quality students; (6) assurance that faculty and students have the same understanding of the assessment process; and (7) feedback for program improvement. Six research questions were analyzed. Twenty-three independent t-tests compared the faculty mean ratings and student self-ratings on goal achievement, portfolio quality, and attitudes. Four were significantly different. For each group, the faculty and the students, the Pearson product-moment correlation coefficient was performed to determine the relationship between program goal achievement and portfolio quality. Percentages and frequencies of responses determined whether the portfolios assisted students in preparing and conducting the oral examinations. Ten faculty and a random sample of seven students were interviewed. The study concluded that portfolios (1) provide a constructivist approach; (2) are an excellent form of alternative and authentic assessment; (3) provide a mechanism to assure program goals are achieved; (4) allow students to be accountable and responsible for their own learning; (5) influence reflection and self-assessment; (6) assist students with their oral examinations; (7) produce faculty ratings that are more predictable than student self-ratings when the number of examples of documentation and the quality of achievement are compared; (8) were positively perceived by faculty and students; (9) require training; (10) are time consuming; (11) should be used in conjunction with traditional forms of assessment; and (12) can be a practical, workable, and appropriate form of alternative assessment.}, added-at = {2018-06-19T15:18:45.000+0200}, author = {Ingalsbe, Noaleen Gale}, biburl = {https://www.bibsonomy.org/bibtex/2e96ed8449a529fe4a698a74ed062037e/prophe}, interhash = {8fa646aefbc218bce59dbfe0d86fe195}, intrahash = {e96ed8449a529fe4a698a74ed062037e}, keywords = {EDUCATION, Higher, TEACHER TRAINING}, school = {The University of Alabama}, shorttitle = {Comparison of faculty and student perceptions of program goal achievement, portfolio quality, and the portfolio assessment process in an education specialist degree program in a small private liberal arts college}, timestamp = {2018-06-19T15:18:45.000+0200}, title = {Comparison of faculty and student perceptions of program goal achievement, portfolio quality, and the portfolio assessment process in an education specialist degree program in a small private liberal arts college}, type = {{PhD} {Thesis}}, year = 1998 }