Evaluating the Validity of Teacher Licensure Decisions

Collaborating Institutions: 
University of Michigan, Stanford University, INTASC, Wisconsin Department of Public Instruction, BEAR Center

University of Michigan Participants: 
Pamela Moss (PI), Laura Haniford, Renee Miller

Stanford University Participants: 
Ray Pecheone (Co-PI)

INTASC Participants: 
Jean Miller

Wisconsin Department of Public Instruction Participants: 
Kathryn Lind

BEAR Center Participants: 
Mark Wilson (Co-PI), PJ Hallam

A Collaborative Effort of The University of Michigan, The University of California, Berkeley, The Interstate New Teacher Assessment and Support Consortium (INTASC), and The Wisconsin Department of Public Instruction

The goal of this research program is to develop and evaluate the validity of a portfolio assessment for early career elementary teachers with potential use in the WI Master Educator certification process. Validity research for the newly developed portfolio is being undertaken by the University of Michigan (UM) and the University of California, Berkeley (UCB). The research is designed to evaluate the quality of the portfolio assessment by comparing completed portfolios to (a) qualitative case studies of teaching; (b) other indicators of preparation for teaching; and (c) gains in students' achievement. We hope to find out how useful portfolios might be as part of Wisconsin's Master Educator certification process.


Portfolio development was undertaken by the Interstate New Teacher Assessment and Support Consortium (INTASC), in collaboration with the Wisconsin Department of Public Instruction (WIDPI), UM, and UCB. It is based on the Wisconsin Standards for Teacher Development and the INTASC Standards for Beginning Elementary Teachers. The goal is to evaluate the usefulness of the portfolio assessment. Data collection for all participating teachers will include: a completed portfolio, fall and spring administrations of an achievement test to their students, a content knowledge test, and a survey of their teaching preparation and practice. Teachers will receive support in the development of their portfolios. Approximately one third of participating teachers will be asked to allow 3-5 day case studies of their teaching practice including observations and interviews.