Evaluation of the Effectiveness of Portfolio in a Descriptive Evaluation System from the Viewpoint of Teachers in Elementary Schools of Tabriz

Tahmasebzadeh Sheikhlar, Davoud; Abbasi, Reza; Esmi, Keramat

Evaluation of the Effectiveness of Portfolio in a Descriptive Evaluation System from the Viewpoint of Teachers in Elementary Schools of Tabriz

Document Type : research paper

Authors

¹ Assistant professor of educational sciences, faculty of educational sciences and psychology, University of Tabriz, Tabriz, Iran

² Ph.D. candidate of curriculum development, faculty of educational sciences and psychology, University of Tabriz, Tabriz, Iran

³ Assistant professor of educational sciences, faculty of educational sciences and psychology, Shahid Bahonar University, Kerman, Iran

Abstract

The present study was conducted with the aim of determining the effectiveness of portfolio in a descriptive evaluation system from the viewpoint of teachers in primary schools in Tabriz. The research method is descriptive survey. The statistical population of the study consisted of 5054 primary school teachers in the academic year of 97-96. Sample size was selected based on Cochran formula from five regions in proportion to the population, (N = 357). A researcher-made questionnaire was used to collect data. Reliability of the questionnaire was calculated based on Cronbach's alpha coefficient (α = 0.93). The validity of the questions was also confirmed by professors and specialists of curriculum development in Tabriz University. One-way ANOVA and single-group t-test were used to analyze the data. The results of this study showed that the level of familiarity with and satisfaction from the portfolio among teachers were significantly lower than the average, and the level of familiarity of teachers with how to set up the portfolio is significantly higher than the average. There was a significant difference between teachers with regard to their teaching experience, educational degree and age, but there was no significant difference in the level of teacher familiarity with the portfolio with regard to different educational degrees. Finally, there was not a significant difference between teachers in relation to their familiarity with using portfolios with regard to teaching experience, educational degree, field of study and age.

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