Discusses the quality of the assessment data from the second year of the Vermont student portfolio program. The progress shown in scoring mathematics portfolios is encouraging but still leaves room for improvement. The continuing low reliability of writing portfolio scoring suggests weaknesses in the design and operation of that part of the program, which might be improved by more conventional definition of types of tasks and simpler, perhaps genre-specific rubrics.
Originally published in:: National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Graduate School of Education, University of California, Los Angeles.
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