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Digital Professional Portfolios of Preservice Teaching: An Initial Study of Score Reliability and Validity
Article

, Penn State University, United States ; , Lehigh University, United States

Journal of Technology and Teacher Education Volume 15, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The purpose of this study was to investigate initial evidence regarding the reliability and validity of scores from a digital professional portfolio (DPP) designed to assess the instructional competencies of preservice teachers. Data were collected from 30 preservice teachers during their intern teaching experience. Data were analyzed using a variety of methods including Pearson product-moment correlation coefficients, Cronbach's alpha, and Cohen's kappa coefficient. Evidence supporting the use of the DPP was found through theoretically acceptable relationships with other teacher assessments. Weaknesses of the DPP also were identified, including low percentage of exact agreement between scorers. Directions for future research are discussed.

Citation

DiPerna, J. & Derham, C. (2007). Digital Professional Portfolios of Preservice Teaching: An Initial Study of Score Reliability and Validity. Journal of Technology and Teacher Education, 15(3), 363-381. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 22, 2019 from .

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    Yuankun Yao, Karen Foster & Jennifer Aldrich, University of Central Missouri, United States

    Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 253–275

  2. The Challenge of Change: Digital Video-Analysis and Constructivist Teaching Approaches on a One Year Preservice Teacher Education Program in Ireland

    Angela Rickard, Claire McAvinia & Nigel Quirke-Bolt, NUI Maynooth, Ireland

    Journal of Technology and Teacher Education Vol. 17, No. 3 (July 2009) pp. 349–367

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