Alternative Assessment Portfolios for Students with Intellectual Disabilities: A Case Study

Abstract

This one-year qualitative study investigated teacher and administrators' beliefs about the process of using alternative assessment portfolios for children with significant intellectual disabilities in a public school setting. Since 2002, many states have designed alternative assessments, but little research exists on the process of alternative assessment systems (AAS) from the perspective and practices of practitioners. The research questions included: What are the different perceptions that surround the issue of portfolio assessment within this particular public school? How do special education teachers construct alternative assessment portfolios for children with intellectual disabilities (ID)? What are the participant perceptions that surround the issue of alternative portfolio assessments? Findings of the study revealed that teachers and administrators saw a disconnect between the intent of the standards and the student learning experience, questioned the authenticity of the AAS and viewed the AAS as thwarting the construction of a meaningful curriculum for students with ID.