**EURASIA Journal of Mathematics, Science and Technology Education**
Volume 13, Issue 6 (June 2017), pp. 1981-2004

DOI: 10.12973/eurasia.2017.01210a

Downloaded 408 times.

**Research Article**

*Published online on May 09, 2017*

How to reference this article?

**Portfolio of Evidence: An Assessment Tool in Promoting Geometry Achievement among Teacher Education College Students**

Hailu Nigus Weldeana & Desta Berhe Sbhatu

This article reports contributions of an assessment tool called Portfolio of Evidence (PE) in learning college geometry. Two classes of second-year students from one Ethiopian teacher education college, assigned into Treatment and Comparison classes, were participated. The assessment tools used in the Treatment and Comparison classes were PE and paper-and-pencil, respectively. Data sources were scores of: Self-/Teacher-Assessment Rubric (STAR); Mathematical test measuring Skills, Properties, Uses, and Representations (SPUR); and Learning and Study Strategies Inventory-High School Version (LASSI-HS). Comparison of students’ Self- and Teacher-Assessment data showed that students in the Treatment Class were able to assess their own learning and progress as authentically as the teacher. Analyses of SPUR data revealed that the learning gains among the students in the Treatment Class were significantly greater than that of the Comparison class in tests requiring higher order thinking (p ≤ 0.05). Analyses of LASSI-HS showed that students in the Treatment Class made more statistically significant shifts towards demonstrating supportive learning behaviors and towards abandoning inhibiting behaviors than those in the Comparison Class (p ≤ 0.05). Thus, effective integration of PE in the instructional process helped students develop reflective thinking and other metacognitive skills and solve real-life problems that demand higher order thinking.

Keywords: self-assessment, portfolio of evidence, authentic assessment, teacher assessment

- Allen B. A. & Armour-Thomas, E. (1991). Constract validation of metacognition.
*The Journal of Psychology*,*127*(2), 203−211. - Birgin, O. & Baki, A. (2007). The use of portfolio to assess student’s performance.
*Journal of Turkish Science Education*,*4*(2): 75−90. - Birgin, O. (2011). Pre-service mathematics teachers’ views on the use of portfolios in their education as an alternative assessment method.
*Educational Research and Reviews*,*6*(11), 710−721. - Black, P. (1999). Assessment, learning theories, and learning systems. In P. Murphy (Ed.),
*Learners, Learning, and Assessment*(pp. 118–134). London, UK: Paul Chapman. - Brown, S. & Knight, P. (1994).
*Assessing Learners in Higher Education*. London, UK: Routledge Falmer. - Burns, N. (1995).
*Writing in Math Class*. White Plains, NY: Cuisenaire. - Cathcart, W. G., Pothier, Y. M, Vance, J. H., & Bezuk, N. S. (2001).
*Learning Mathematics in Elementary and Middle Schools*. 2^{nd}Ed. Upper Saddle River, New Jersey: Merril and Prentice-Hall. - Chang, C. C. & Chou, P. P. (2011). Effects of reflection category and reflection quality on learning outcomes during web-based portfolio assessment process: a Aase study of high school students in computer application course.
*The Turkish Online Journal of Educational Technology*,*10*(3), 101–114. - Clements, D. H., Sarama, J., & Batista, M. J. (1998). Develeopment of concept of geometric figures in a specially designed Logo computer environment.
*Focus on Learning Problems in Mathematics*,*20*(2&3), 47−64. - Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatly, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of problem-centered second-grade mathematics project.
*Journal for Research in Mathematics Education*,*22*(1), 3–29. - Cole, K. B. & Struyk, L. R. (1997). Portfolio assessment: Challenges in secondary education.
*High School Journal*,*80*(4), 261–273. - Coxford, A., Usiskin, Z., & Hirshchhorn, D. (1991).
*The University of Chicago School Mathematics Project: Geometry*. Sunnyvale, CA: Scott, Foresman and Co. - Craine, T. V. & Rubenstein, R. (1993). A quadrilateral hierarchy to facilitate learning in geometry.
*The Mathematics Teacher*,*86*(1), 30−36. - Dandis, M. A. (2013). The assessment methods that are used in a secondary mathematics class.
*Journal for Educators, Teachers and Trainers*,*4*(2), 133–143. - Darling-Hammond, L., Ancess, J., & Falk, B. (1995).
*Authentic Assessment in Action*. New York, NY: Teachers College. - Davies, A. & Le Mahieu, P. (2003). Assessment for learning: reconsidering portfolios and research evidence. In M. Segers, F. Dochy, & E. Cascallar (Eds.),
*Innovation and Change in Professional Education: Optimizing New Modes of Assessment. In Search of Qualities and Standards*(p. 141–169). Dordrecht: Kluwer Academic Publishers. - De Fina, A. A. (1992).
*Portfolio Assessment: Getting Started*. Scholastic Inc.: New York, NY. - Dietiker, L. (Ed.) (1997a).
*College Preparatory Mathematics 1.*Vol. 1, 2^{nd}Ed*.*CPM Educational Program. - Dietiker, L. (Ed.) (1997b).
*College Preparatory Mathematics 1.*Vol. 2, 2^{nd}Ed. CPM Educational Program. - MoE (Ethiopian Ministry of Education) (2006).
*Higher Diploma Programme for Teacher Educators*. Unpublished Handbook, Addis Ababa, Ethiopia. - Frey, B. B., Schmitt, V. L., & Justin, P. A. (2012). Defining authentic classroom assessment.
*Practical Assessment, Research and Evaluation*,*17*(2), 1–18. - Gardner, H. (1999). Assessment in context. In P. Murphy (Ed.),
*Learners, Learning, and Assessment*(pp. 90–117). London: Paul Chapman. - George, J. & Cowan, J. (2004).
*A Handbook of Techniques for Formative Evaluation.*London, UK: Routledge Falmer. - Georghiades, P. (2000). Beyond conceptual change learning: Focusing on transfer, durability and metacognition.
*Educational Research*,*42*(2), 119–139. - Gutierrez, A. & Jaime, A. (1998). On the assessment of the van Hiele levels of reasoning.
*Focus on Learning Problems in Mathematics*,*20*(2&3), 27−46. - Hassmen, P., Sams, M. R., & Hunt, D. P. (1996). Self-assessment responding and testing methods: Effects on performers and observers.
*Perceptual and Motor Skills*,*83*, 1091–1104. - Hoey, B. & Wotton, K. (1994a).
*College Preparatory Mathematics 2: Geometry*(Unit 1–6)*.*Lodi, California: CPM Educational Program. - Hoey, B. & Wotton, K. (1994b).
*College Preparatory Mathematics 2: Geometry*(Unit 7–12)*.*Lodi, California: CPM Educational Program. - Huetinck, L. & Munshin, S. N. (2000).
*Teaching Mathematics in the 21st Century: Methods and Activities for Grades 6**–12.*Upper Saddle River, NJ: Merrill and Prentice Hall. - ICMI (International Commission on Mathematical Instruction) (1995).
*Perspectives on the Teaching of Geometry for the 21*Kluwer.^{st}Century. - Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. (2006).
*Developing Portfolio in Education: a Guide to Reflection, Inquiry, and Assessment.*Thousand Oaks, CA: SAGE. - Jones, M. G. (1994).
*Assessment Potpourri: Science and Children.*University of North Carolina at Chapel-Hill, Chapel-Hill, North Carolina. - Jonsson, A. & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences.
*Educational Research Review*,*2*, 130–144. - Julius, T. M. (2000).
*Third Grade Students’ Perceptions of Portfolios*. University of Massachusetts Amherst. Unpublished Doctoral Dissertation. - Kantrov, I. (2000).
*Issues in Mathematics Education: Assessing Students’ Mathematics Learning*. Educational Development Center, Inc. - Kuhs, T. M. (1994). Portfolio assessment: Making it work the first time.
*Mathematics Teacher*,*87*(50), 332–335. - Kyriacou, C. (1998).
*Essential Teaching Skills*. 2^{nd}Ed. Cheltenham, UK: Nelson Thrones. - Lambdin, D. V. & Walker, V. L. (1994). Planning for classroom portfolio assessment.
*Arithmetic Teacher*,*41*(6), 318–324. - Lee, F. & Silverman, F. L. (2001). Using portfolio assessment to assess children of diverse language and cultural background.
*Focus on Learning Problems in Mathematics*, 32(2&3), 102–117. - Lockhart, C. & Ng, P. (1995). Analyzing talk in ESL peer response groups: Stances, functions and content.
*Language Learning*,*45*, 605–655. - Mahalski, P. A. (1992). Essay-writing: Do study manuals give relevant advice?
*Higher Education 24*(1), 113–132. - Marin-Garcia. J. A., & Lloret., J. (2008). Improving teamwork with university engineering students. The effect of an assessment method to prevent shirking.
*WSEAS Transactions on Advances in Engineering Education*,*1*(5), 1–11. - Marsh, C. J. (2004).
*Key Concepts for Understanding Curriculum*. 3^{rd}Ed. London, UK: Routledge Falmer. - Melograno, V. J. (2000). Designing a portfolio system for K-12 physical education: a Step-by-step process.
*Measurement in Physical Education and Exercise Science*,*4*(2), 97–116. - Mires, G. J., Friedman Ben-David, M., Preece, P. E., & Smith, B. (2001) Educational benefits of student self-marking of short-answer questions.
*Medical Teacher*,*23*(5), 462–466. - Movshoritz-Hadar, N., Inbar, S., & Zaslasky, O. (1986). Students’ distortions of theorems.
*Focus on Learning Problems in Mathematics*,*8*(1), 49−57. - NCTM (National Councils of Teachers of Mathematics). (1989).
*Curriculum and Evaluation Standards for School Mathematics**.*Reston, VA: National Councils of Teachers of Mathematics. - NCTM. (1995).
*Assessment Standards for School Mathematics*. Reston, VA: National Councils of Teachers of Mathematics. - NCTM. (2000).
*Principles and Standards for School Mathematics*. Reston, VA: National Councils of Teachers of Mathematics. - NRC (National Reserach Council). (2000).
*How People Learn: Brain, Mind, Experience, and School.*Expanded Edition. Washington, DC: National Academy Press. - Olaussen, B. S. & Braten, I. (1999). Students’ use of strategies for self-regulated learning: Cross-cultural perspectives.
*Scand. Journal of Educational Research*,*43*(4), 409–432. - Orsmond, P., & Merry, S. (1997). A study in self-assessment: Tutor and students’ perceptions of performance criteria.
*Assessment and Evaluation in Higher Education*,*22*(4), 357–369. - Pollard, A. (2002).
*Reading for Reflective Thinking*. London, UK: Continuum International Publishing Group Ltd. - Posamentier, A. S. & Stepelman, J. (1996).
*Teaching Secondary School Mathematics: Techniques and Enrichment Units**.*Englewood Cliffs, New Jersey: Prentice Hall. - Purwanti, T. T. (2015). The implementation of self-assessment in writing class: a Case study at Stba Lia, Jakarta.
*TEFLIN Journal*,*26*(1), 97–115. - Race, P., Brown, S., & Smith, B. (2005).
*{500 Tips} on Assessment*. 2^{nd}Ed. London, UK: Routledge Falmer. - Reichel, A. G. (1994). Performance assessment: Five practical approaches.
*Science and Children*,*32*(2), 21–25. - Robinson, G. E. & Bartlet, K. T. (1993). Assessment and evaluation of learning. In D.T. Owens (Ed.),
*Research Ideas for The Classroom: Middle Grades of Mathematics*(pp. 329–348). New York, NY: McMillan. - Sambell, K., McDowell, L. & Brown, S. (1997). ‘But is it fair?’ An exploratory study of student perceptions of the consequential validity of assessment.
*Studies in Educational Evaluation*,*23*(4), 349–371. - Santiago, F. & Spanos, G. (1993). Meeting the MCTM communication standards for all students. In G. Cuevas and M. Driscoll (Eds.),
*Reaching All Students With Mathematics*(pp.133−145). Reston, VA: National Councils of Teachers of Mathematics. - Sbhatu, D. B. (2006).
*Investigating the Effects of Metacognitive Instruction in Learning Primary School Science in Some Schools in Ethiopia.*Unpublished Doctoral Dissertation, North Carolina State University, Raleigh, NC. - Schmidt, M. E. & Bronsnan, P. A. (1996).
*Mathematics Assessment Practices Reporting Methods*. Vol. 96, No. 1. Mansfield, OH: Ohio State University. - Segers, M. & Dochy, F. (2001). New assessment forms in problem-based learning: the Value-added of the students’ perspective.
*Studies in Higher Education*,*26*(3), 327–343. - Senk, S. L. (1989). van Hiele levels and achievement in writing geometry proofs.
*Journal for Research in Mathematics Education*,*20*, 309−321. - Slater, T.F. (1996). Portfolio assessment strategies for grading first-year university physics student in the USA.
*Physics Education*,*31*, 82–86. - Slauijsmans, D., Dochy, F., and Moerkerke, G. (1998). The use of self-, peer and co-assessment in higher education: a Review.
*Studies in Higher Education*,*24*(3), 331–350. - Somervell, H. (1996). Issues in assessment, enterprise and higher education: the Case for self, peer, and collaborative assessment.
*Assessment and Evaluation in Higher Education*,*18*(3): 221 – 233. - Stallings-Roberts, V. (1994). Exploratory geometry: Let the students write the text.
*The Mathematics Teacher*,*87*(6), 403–408. - Stenmark, J. K. (1989).
*Assessment Alternatives in Mathematics: an Overview Assessment Technique that Promotes Learning–EQUALS*. Berkley, CA: University of California. - Struyven, K., Dochy, P., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: a Review.
*Assessment & Evaluation in Higher Education*,*30*(4), 331–347. - Taki, S. & Heidari, M. (2011). The effect of using portfolio-based writing assessment on language learning: the Case of young Iranian EFL learners.
*English Language Teaching*,*4*(3), 192–199. - Tanner, H. & Jones, S. (1994). Using peer and self-assessment to develop modeling skills with students aged 11 to 16: Socio-constructivist view.
*Educational Studies in Mathematics*,*27*, 413–431. - Topping, K. (1998). Peer assessment between students in colleges and universities.
*Review of Educational Research*,*68*(3), 249–276. - van de Walle, J.A. (1998).
*Elementary and Middle Schools Mathematics: Teaching Developmentally*. 3^{rd}Ed. New York, NY: Longman. - van den Berg, G. (2004). Use of assessment in the development of higher order thinking skills.
*African Education Review*,*1*(2), 279–294. - Van den Berg, I., Admiraal, W., & Pilot, A. (2006). Peer assessment in university teaching: Evaluating seven course designs.
*Assessment & Evaluation in Higher Education*,*31*(1), 19–36. - VanLehn, K. A., Chi, M. T. H., Baggett, W., & Murray, R. C. (1995).
*Progress Report: Towards a Theory of Learning during Tutoring*. Pittsburg: Learning Research and Development Center, University of Pittsburg. - Webb, N. L. & Welsch, C. (1993). Assessment and evaluation for middle grades. In D.T. Owens (Ed.),
*Research Ideas for the Classroom: Middle Grades of Mathematics*(pp. 299–316). New York, NY: McMillan. - Weldeana, H. N. (2008).
*The Effect of Problem-Based Teaching and Learning on the Achievement of High School Mathematics Learners.*MEd. Dissertation, UNISA, Pretoria. - Weistein, C. E. & Palmer, D. (1990).
*LASSI-HS Manual.*Cleanwater, FL: H&H Publishing. - White, R. T. & Mitchell, I. J. (1994). Metacognition and the quality of learning.
*Studies in Science Education, 23*, 21–37. - Willcoxson, L. E. (2006). “It's not fair!” Assessing the dynamics and resourcing of teamwork.
*Journal of Management Education*,*30*(6), 798–808. - Williams, N. B. (2000). Journal writing in mathematics classroom: a Beginner’s approach.
*The Mathematics Teacher*,*93*(2), 132–135.