Chinese Journal of Science Education


Volume 5 No 2, pp. 137-165 (June, 1997)

Using Portfolio for Assessing STS Teacher Development

Cheng-Hsia Wang and Chao-Hsien Hsieh

Abstract

The purpose of this study was to develop a portfolio assessment method specific to STS teaching. In this study, the principal researcher set out the purposes of the portfolio and the evidence needed to show changes in professional competence across the program of teacher development. The principal researcher also developed a set of performance criteria, sample forms, recordkeeping strategies, and rubrics for teachers and teacher educators to used. The developed rubrics contain explicit guidelines for teachers to reflect and compare on their own progress against clearly understood standards. To meet the stipulated criteria, the case teacher must decide what to collect from real teaching as pieces of evidence to build his/her portfolio. The teacher must select the first, the second, the third, and so on, most compelling pieces of evidence and discuss the significance of each entry to the portfolio. This valueadded method motivates teachers to assess themselves and their peers, while building self-confidence and willingness to take charge of their own learning.

The results of this study show the portfolio assessment method can be used to identify qualified STS teachers, improve instruction and learning, and stimulate professional development, and that the assessment can be a part of STS teacher certification.

Keywords: Assessment; Criteria; Portfolio; STS teacher

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