Leveraging Portfolios in Professional Development for Middle School Science Teachers' Assessment and Data Use Practice

• In Event: Learner Engagement, Assessment, and Experiences That Affect Teacher Practices in the Classroom

Abstract

This study investigated teachers' assessment conceptions and practices across a year-long intervention using portfolios. Middle school science teachers participated in professional development in which they reflected on portfolio artifacts in light of nine dimensions of effective practice. On average, teachers' conceptions of assessment shifted from isolated assessment types to conceptual frameworks more reflective of the nine dimensions. Nine months later, their conceptions reflected fewer Dimensions, but incorporated more feedback loops to inform instruction. Participants' practice captured in baseline and final portfolios indicated that the Dimensions related to teachers using data to inform instruction improved over time only if teachers already showed proficiency in precursor Dimensions. These findings suggest a possible developmental trajectory for improving teachers’ assessment and data use practice.

Authors

• Matthew J. Kloser, University of Notre Dame

• Matthew Wilsey, Stanford University

• Hilda Borko, Stanford University

• Stephanie Rafanelli, Stanford University