I am a retired educator who taught educational research, history of contemporary education, and ethics to Masters' and EDD students at California State University, Fullerton.
The impact of portfolio assessment, specifically writing portfolios, on the norms of classroom as... more The impact of portfolio assessment, specifically writing portfolios, on the norms of classroom assessment practices were studied in two English Language Arts classes in a middle class suburban high school in the Los Angeles (California) area. Data were gathered through observations and interviews, and the examination of 25 student portfolios, with student reflections and teacher comments, and 56 student compositions regarding portfolios. Students maintained working portfolios all semester, and selected items for permanent inclusion at the end of each semester. Portfolios counted heavily for grades in both classes. Portfolios in these classes met the qualifying criteria, but no impact on assessment practice was discernible. A single significant criterion was apparent in both classes, and that was completion of the assignment on time. Neither quality of work nor student growth appeared to be a consideration. Both teachers expressed discomfort regarding assessment. Students generally expressed favorable attitudes toward portfolios, but most (9 of the 11 interviewed) viewed the teacher as the primary variable in determining grades. Findings suggest that even expert instructors may lack the awareness, knowledge, and skills to participate in professional assessment practices, particularly with portfolios. One graph and one chart illustrate the discussion. (SLD)
International Journal of Educational Leadership Preparation, 2012
Principal preparation programs are designed to ensure that candidates who successfully complete t... more Principal preparation programs are designed to ensure that candidates who successfully complete the programs are quali ed and knowledgeable, and have had leadership experiences that prepare them to compete for leadership positions in today's schools (Hale & Moorma, 2003). Providing meaningful leadership experiences in non-internship programs can be a challenge. The purpose of this study was to evaluate the impact of candidates' eld experiences in leadership based on a locally developed pre and post self assessment. The instrument consisted of 54 items developed around the California Professional Standards for Educational Leaders (CPSEL). Results indicated signi cant di erences in candidates' perceptions of their pre and post levels of experience as evidenced by mean score and matched case comparisons. The impact of entry level years of experience was examined. Implications and future program enhancements based on the results are included.
In a standards-based instructional program, what does a course grade con vey? What should it conv... more In a standards-based instructional program, what does a course grade con vey? What should it convey? What is the role of homework in assigning grades? What is the role of common assessments? This case study exam ined the responses of two groups of high school teachers during a district wide reform of grading practices. The first was a focus group of seven advo cates of non-traditional grading practices aligned with specific district grade reforms: a) 50% minimal score for a failing grade, b) retesting without penalty, c) acceptance of late work, and d) course-alike, standards-based grading agreements. The second group of nine teachers, including seven randomly selected teacher leaders from across the district, participated indi vidually in semi-structured interviews. Findings confirmed earlier research on the role of individual teacher beliefs on grading practice and the empha sis that many teachers place on student effort when they assign grades. Ad ditional findings have implicati...
The impact of portfolio assessment, specifically writing portfolios, on the norms of classroom as... more The impact of portfolio assessment, specifically writing portfolios, on the norms of classroom assessment practices were studied in two English Language Arts classes in a middle class suburban high school in the Los Angeles (California) area. Data were gathered through observations and interviews, and the examination of 25 student portfolios, with student reflections and teacher comments, and 56 student compositions regarding portfolios. Students maintained working portfolios all semester, and selected items for permanent inclusion at the end of each semester. Portfolios counted heavily for grades in both classes. Portfolios in these classes met the qualifying criteria, but no impact on assessment practice was discernible. A single significant criterion was apparent in both classes, and that was completion of the assignment on time. Neither quality of work nor student growth appeared to be a consideration. Both teachers expressed discomfort regarding assessment. Students generally expressed favorable attitudes toward portfolios, but most (9 of the 11 interviewed) viewed the teacher as the primary variable in determining grades. Findings suggest that even expert instructors may lack the awareness, knowledge, and skills to participate in professional assessment practices, particularly with portfolios. One graph and one chart illustrate the discussion. (SLD)
Principal preparation programs are designed to ensure that candidates who successfully complete t... more Principal preparation programs are designed to ensure that candidates who successfully complete the programs are qualified and knowledgeable, and have had leadership experiences that prepare them to compete for leadership positions in today's ...
The impact of portfolio assessment, specifically writing portfolios, on the norms of classroom as... more The impact of portfolio assessment, specifically writing portfolios, on the norms of classroom assessment practices were studied in two English Language Arts classes in a middle class suburban high school in the Los Angeles (California) area. Data were gathered through observations and interviews, and the examination of 25 student portfolios, with student reflections and teacher comments, and 56 student compositions regarding portfolios. Students maintained working portfolios all semester, and selected items for permanent inclusion at the end of each semester. Portfolios counted heavily for grades in both classes. Portfolios in these classes met the qualifying criteria, but no impact on assessment practice was discernible. A single significant criterion was apparent in both classes, and that was completion of the assignment on time. Neither quality of work nor student growth appeared to be a consideration. Both teachers expressed discomfort regarding assessment. Students generally expressed favorable attitudes toward portfolios, but most (9 of the 11 interviewed) viewed the teacher as the primary variable in determining grades. Findings suggest that even expert instructors may lack the awareness, knowledge, and skills to participate in professional assessment practices, particularly with portfolios. One graph and one chart illustrate the discussion. (SLD)
International Journal of Educational Leadership Preparation, 2012
Principal preparation programs are designed to ensure that candidates who successfully complete t... more Principal preparation programs are designed to ensure that candidates who successfully complete the programs are quali ed and knowledgeable, and have had leadership experiences that prepare them to compete for leadership positions in today's schools (Hale & Moorma, 2003). Providing meaningful leadership experiences in non-internship programs can be a challenge. The purpose of this study was to evaluate the impact of candidates' eld experiences in leadership based on a locally developed pre and post self assessment. The instrument consisted of 54 items developed around the California Professional Standards for Educational Leaders (CPSEL). Results indicated signi cant di erences in candidates' perceptions of their pre and post levels of experience as evidenced by mean score and matched case comparisons. The impact of entry level years of experience was examined. Implications and future program enhancements based on the results are included.
In a standards-based instructional program, what does a course grade con vey? What should it conv... more In a standards-based instructional program, what does a course grade con vey? What should it convey? What is the role of homework in assigning grades? What is the role of common assessments? This case study exam ined the responses of two groups of high school teachers during a district wide reform of grading practices. The first was a focus group of seven advo cates of non-traditional grading practices aligned with specific district grade reforms: a) 50% minimal score for a failing grade, b) retesting without penalty, c) acceptance of late work, and d) course-alike, standards-based grading agreements. The second group of nine teachers, including seven randomly selected teacher leaders from across the district, participated indi vidually in semi-structured interviews. Findings confirmed earlier research on the role of individual teacher beliefs on grading practice and the empha sis that many teachers place on student effort when they assign grades. Ad ditional findings have implicati...
The impact of portfolio assessment, specifically writing portfolios, on the norms of classroom as... more The impact of portfolio assessment, specifically writing portfolios, on the norms of classroom assessment practices were studied in two English Language Arts classes in a middle class suburban high school in the Los Angeles (California) area. Data were gathered through observations and interviews, and the examination of 25 student portfolios, with student reflections and teacher comments, and 56 student compositions regarding portfolios. Students maintained working portfolios all semester, and selected items for permanent inclusion at the end of each semester. Portfolios counted heavily for grades in both classes. Portfolios in these classes met the qualifying criteria, but no impact on assessment practice was discernible. A single significant criterion was apparent in both classes, and that was completion of the assignment on time. Neither quality of work nor student growth appeared to be a consideration. Both teachers expressed discomfort regarding assessment. Students generally expressed favorable attitudes toward portfolios, but most (9 of the 11 interviewed) viewed the teacher as the primary variable in determining grades. Findings suggest that even expert instructors may lack the awareness, knowledge, and skills to participate in professional assessment practices, particularly with portfolios. One graph and one chart illustrate the discussion. (SLD)
Principal preparation programs are designed to ensure that candidates who successfully complete t... more Principal preparation programs are designed to ensure that candidates who successfully complete the programs are qualified and knowledgeable, and have had leadership experiences that prepare them to compete for leadership positions in today's ...
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