The assessment of lesson plans in teacher education: a case study in assessment validity and reliability

Hdl Handle:
http://hdl.handle.net/10149/97473
Title:
The assessment of lesson plans in teacher education: a case study in assessment validity and reliability
Authors:
Tummons, J. (Jonathan)
Affiliation:
Teesside University. School of Social Sciences and Law.
Citation:
Tummons, J. (2009) 'The assessment of lesson plans in teacher education: a case study in assessment validity and reliability', Assessment & Evaluation in Higher Education.
Publisher:
Taylor & Francis
Journal:
Assessment & Evaluation in Higher Education
Issue Date:
Sep-2009
URI:
http://hdl.handle.net/10149/97473
DOI:
10.1080/02602930903125256
Abstract:
This paper forms part of an exploration of assessment on one part-time higher education (HE) course: an in-service, professional qualification for teachers and trainers in the learning and skills sector which is delivered on a franchise basis across a network of further education colleges in the north of England. This paper proposes that the validity and reliability of portfolio-based assessment, a key component of many HE programmes in addition to the course being researched here, is contestable. Analysis of the processes of compiling portfolios for assessment, through the conceptual framework of the New Literacy Studies, suggests that the ways in which portfolios are assessed and the ways in which the crucial requisites of validity and reliability are assigned to them, mask complexities and contradictions in their creation by the student. This paper argues for a new, critical analysis of portfolio production and raises a number of questions about the validity, reliability and authenticity of the assessment process that the portfolios reify.
Type:
Article
Language:
en
Keywords:
assessment; validity; reliability; new literacy studies
ISSN:
0260-2938; 1469-297X
Rights:
Subject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 27/04/2010]
Citation Count:
0 [Web of Science and Scopus, 27/04/2010]

Full metadata record

DC FieldValue Language
dc.contributor.authorTummons, J. (Jonathan)en
dc.date.accessioned2010-04-27T12:16:37Z-
dc.date.available2010-04-27T12:16:37Z-
dc.date.issued2009-09-
dc.identifier.citationAssessment & Evaluation in Higher Education; 2009en
dc.identifier.issn0260-2938-
dc.identifier.issn1469-297X-
dc.identifier.doi10.1080/02602930903125256-
dc.identifier.urihttp://hdl.handle.net/10149/97473-
dc.description.abstractThis paper forms part of an exploration of assessment on one part-time higher education (HE) course: an in-service, professional qualification for teachers and trainers in the learning and skills sector which is delivered on a franchise basis across a network of further education colleges in the north of England. This paper proposes that the validity and reliability of portfolio-based assessment, a key component of many HE programmes in addition to the course being researched here, is contestable. Analysis of the processes of compiling portfolios for assessment, through the conceptual framework of the New Literacy Studies, suggests that the ways in which portfolios are assessed and the ways in which the crucial requisites of validity and reliability are assigned to them, mask complexities and contradictions in their creation by the student. This paper argues for a new, critical analysis of portfolio production and raises a number of questions about the validity, reliability and authenticity of the assessment process that the portfolios reify.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.rightsSubject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 27/04/2010]en
dc.subjectassessmenten
dc.subjectvalidityen
dc.subjectreliabilityen
dc.subjectnew literacy studiesen
dc.titleThe assessment of lesson plans in teacher education: a case study in assessment validity and reliabilityen
dc.typeArticleen
dc.contributor.departmentTeesside University. School of Social Sciences and Law.en
dc.identifier.journalAssessment & Evaluation in Higher Educationen
ref.citationcount0 [Web of Science and Scopus, 27/04/2010]en
or.citation.harvardTummons, J. (2009) 'The assessment of lesson plans in teacher education: a case study in assessment validity and reliability', Assessment & Evaluation in Higher Education.-
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