{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79987"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79987","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Faculty and Pre -Service Teachers' Perceptions and Beliefs About Portfolio Assessment Use in Special Education Pre -Service Teacher Preparation Programs","abstract":"Teacher preparation programs are using portfolio assessment for a myriad of reasons including teacher certification. Portfolio assessment appears to be a means for accomplishing a number of objectives for stakeholders yet, there is little large-scale research to support that many stakeholders' using portfolio assessment are experiencing the same positive outcomes reported in the literature. Each new addition to the professional research on portfolio assessment offers a recommendation for how to improve the process. The purpose of this study is to examine special education faculty and pre-service teachers perceptions and beliefs regarding portfolio assessment objectives, practices (construction, content, and evaluation), and the importance of these objectives and practices in preparing future teachers. Differences between faculty and pre-service teachers are also examined. Results, implications for practice, and future research are discussed.","abstract_html":"Teacher preparation programs are using portfolio assessment for a myriad of reasons including teacher certification. Portfolio assessment appears to be a means for accomplishing a number of objectives for stakeholders yet, there is little large-scale research to support that many stakeholders' using portfolio assessment are experiencing the same positive outcomes reported in the literature. Each new addition to the professional research on portfolio assessment offers a recommendation for how to improve the process. The purpose of this study is to examine special education faculty and pre-service teachers perceptions and beliefs regarding portfolio assessment objectives, practices (construction, content, and evaluation), and the importance of these objectives and practices in preparing future teachers. Differences between faculty and pre-service teachers are also examined. 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