| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 374354 | Teaching and Teacher Education | 2011 | 10 Pages |
The richness and complexity of video portfolios endanger both the reliability and validity of the assessment of teacher competencies. In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and valid assessment of teacher competencies, procedures to improve assessment quality were also revealed and are therefore discussed: more explicit grounding of assessment results in the data, peer debriefing, prolonged engagement with the assessment data, cross-checking to find confirmatory or counter examples.
► Video portfolio assessment in post-graduate teacher education was evaluated. ► Evaluation of reliability, construct validity and consequential validity. ► Reliability could be improved by peer debriefing and cross-referencing. ► Construct validity could be enhanced through a more holistic assessment. ► Video narrative should be used instead of unrelated video clips.
