Portofolios, Power, and Etics  

Oleh:

Lynch, Brian ; Shaw, Peter

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: TESOL Quarterly (Full Text; vol 1-16 ada di JSTOR) vol. 39 no. 2 (Jun. 2005), page 263-298.
Fulltext: Vol. 39, No. 2, pp. 263-297.pdf (3.35MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/TES/39 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Portfolios have been used in a variety of ways for assessing student work. In education, generally, and more specifically in second language education, portfolios have been associated with alternative assessment (Darling-Hammond, 1994; Hamayan, 1995; Shohamy, 1996; Wolf, Bixby, Glenn, & Gardener, 1991). This article defines alternative assessment as representing a paradigm and culture that is different from traditional testing, requiring a different approach to addressing the issues of validity and ethics. We present a framework that integrates a consideration of how power relations determine the ethics and validity of assessment inferences. We then apply that framework to the assessment of student portfolios in a master of arts in TESOL (MA TESOL) program.

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