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ePortfolios: Foundational Measurement Issues
Abstract
Using performance information obtained for program assessment purposes, this quantitative study reports the relationship of ePortfolio trait and holistic scores to specific academic achievement measures for first-year undergraduate students. Attention is given to three evidential categories: consensus and consistency evidence related to reliability/precision; convergent evidence related to validity; and score difference and predictive evidence related to fairness. Interpretative challenges of ePortfolio-based assessments are identified in terms of consistency, convergent, and predictive evidence. Benefits of these assessments include the absence of statistically significant differences in ePortfolio scores for race/ethnicity sub-groups. Discussion emphasizes the need for principled design and contextual information as prerequisite to score interpretation and use. Instrumental value of the study suggests that next-generation ePortfolio-based research must be alert to sample size, design standards, replication issues, measurement of fairness, and reporting transparency. Keywords: ePortfolios, fairness, program assessment, reliability, validity
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