Investigating the Impact of Using Portfolio Assessment in Mathematics Content Courses for Pre-Service Elementary Teachers

This presentation addressed the classroom practice of portfolio assessment in a mathematics content course, and how the implementation of this strategy has inspired and motivated adjustments and modifications in the classroom practice. The presentation described a multi-faceted inquiry of an alternative assessment strategy that the author uses in a three-semester sequence of mathematics content courses required of pre-service elementary education majors at Indiana University Purdue University Fort Wayne (IPFW). This classroom practice is investigating the following questions: 1) To what extent do participating students reveal evidence of growth in mathematics knowledge for teaching (MKT)? 2) How and to what extent do students reveal evidence of learning and deep understanding of the mathematics of the course in their portfolio entries? Simultaneously these inquiries continue to inspire and motivate the teacher to adjust and modify the instruction and assessment practices and materials used in the classes