Teacher candidates' perceptions of traditional classroom assessments and electronic portfolio classroom assessments

Author

Robert L. Goeman, University of Nebraska at Omaha

Date of Award

4-1-2007

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational Leadership

First Advisor

Dr. Laura E. Schulte

Second Advisor

Dr. Neal W. Topp

Third Advisor

Dr. Neal F. Grandgenett

Fourth Advisor

Dr. Larry L. Dlugosh

Abstract

The purpose of this study was to determine if there are differences in teacher candidates' perceptions of the contributions of traditional classroom assessments and electronic portfolio classroom assessments to the candidates' development of their understanding of education core content areas and the use of reflections. The secondary purpose of this study was to determine teacher candidates' knowledge of Interstate New Teacher Assessment and Support Consortium (INTASC)(1992) principles given hours spent within the traditional and electronic portfolio classroom assessments.

Comments

A Dissertation Presented to the Faculty of The Graduate College at the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2007 Robert L. Goeman.

Recommended Citation

Goeman, Robert L., "Teacher candidates' perceptions of traditional classroom assessments and electronic portfolio classroom assessments" (2007). Student Work. 3445.
https://digitalcommons.unomaha.edu/studentwork/3445