ABSTRACT
The purpose of this research study was twofold. The first purpose was to determine if there were differences in undergraduate teacher candidates’ perceptions of the contributions of assessments, both traditional assessments and eportfolio assessments, to the candidates' development of their understanding of education core content areas and contri butions of use of reflections in both types of assessment. The secondary purpose of this study was to determine teacher candidates’ knowledge of Interstate New Teacher Assessment and Support Consortium (INTASC) principles given the number of hours spent completing eportfolio classroom assessments. Two research findings are of particular interest to the eportfolio community. The first research question asked if there is a significant relationship between certification level and type of assessment on teacher candidates’ CAPS reflection and content perception scores. The second research question asked if there is a relationship between time spent per course working on eportfolio activities and type of assessment on teacher candidates’ CAPS content and reflection perception scores.
