This thesis presents a study of the validity of video portfolios as an assessment tool. For this study, first and second grade students were videotaped doing exercises four times in reading and four times in math over the course of a school year. After portfolios were collected, each set of four videos (either math or reading) was shown to teachers in random order. The teachers were asked to put the clips into the correct chronological and, therefore, developmental order. Interviews after the task investigated the criteria teachers used to order the clips, and found that they used task complexity, task performance, and demeanor of students as the primary factors. The teachers were able to correctly order the video clips to a high level of significance. This finding supports the hypothesis that video portfolios have validity as an assessment of progress in student achievement. Interview data also yielded relevant findings for the future use and implementation of video portfolios. Further studies should investigate the generalizability of these results, more closely examine the criteria teachers use to evaluate portfolios, and determine the validity of portfolios as an evaluation for other aspects of student learning.
|Anderson, Craig Donavin
|Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
|Electronic Thesis or Dissertation
|Master of Arts (Department of Educational and Counselling Psychology.)
|All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
|alephsysno: 002209894, proquestno: AAIMR12693, Theses scanned by UMI/ProQuest.
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