Abstract
With the expansion of inclusive education, the need for effective evaluation that focuses on the authentic performances of learners with special needs becomes even more critical. Creating portfolios in written language makes evaluation the tool and not the end of effective learning. As such, individual educational portfolios are a valuable complement to the individualized educational program (IEP) or other profiles of learning currently in use. The purpose of this article is to explore the portfolio process as an effective evaluation tool for authentic assessment of the basic literacy area of writing. The article discusses (a) current literature related to the use of portfolios, (6) the critical elements of the portfolio process, (c) their relationship to the authentic assessment of writing, and (d) effective ways of implementing individual educational portfolios for writers with disabilities in both general education and special education settings.
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