Portfolio Sample 3 A Case for Multiple Measures.

measurementwhen properly done, can provide unbiased data. (Woolfolk, 2004, p.

514). Using a single determinant does not allow for accurate judgement about groups
(Brookhart, 2009) nor does it allow an absence of bias (McMillan, 2007, p. 4). Like any
important decision a more lateral approach is required to gather valid achievement data
(Thompson, 2007), and assess and evaluate the purpose for which it is intended. Using
multiple measures provides a more providing an opportunity to adequately represent and
guide students progress (Herman, Baker & Linn cited in Fuller, Fitzgerald & Lee, 2008,
p.1).

Policymakers and practitioners have the opportunity to address the profound extent of our
expectations for students learning (National Centre for Research on Evaluation, Standards &
Student Testing cited in Fuller et al, 2008, p.1).

Multiple measures provide students and schools the opportunity to achieve success.
Through the incorporation of performance measures such as essays, oral presentations,
portfolios etc, students who do not fare well or cope with stressful one-off tests have the
opportunity to exhibit their knowledge (Zlokovich, n.d. p.3) and mastery of skills in different
ways. It enables a valid and fair opportunity for students regardless of all equity of issues
(Bennett & Smilanich, 1994, p.65).

Multiple Measures, to be used successfully, require, as Brookhart (2009) identifies in her

article The Many Meaning of Multiple Measures, that policymakers and practitioners must
be assessment literate. An explicit understanding of what constitutes a multiple measure and
how they combine to create dependable and credible data, is critical to creating and
improving decisions regarding appropriate student learning targets. For example, the content
of the test must accurately reflect the standard it claims to measure (Brookhart, 2005). These
ideologies represent and guide students progress (Herman et al. cited in Fuller et al., 2008)
and ultimately improve instruction (Hearne, 2001) and decision making effectiveness,
whether it is at a political, district, school or classroom level.

Professional assessment organizations such as the National Council on Measurement in

Education, have been endorsed the use of multiple measures (Brookhart, 2009). They have
outlined the use of using this method in codes and policies. What needs to be established, is
specific criteria that identify the purpose of any decisions, with specific, public descriptions
of facets or dimensions of student performance that are used for judging the level of
achievement. (McMillan, 2007, p.35) and recognizing educational accountability. By
incorporating an array of learning targets through using multiple measures, including
affective learning targets, a more succinct system will enable meaningful, enriched teaching
and learning experiences aimed at promoting global, life-long learners.