DEVELOPING PORTFOLIOS WITH LEARNING DISABLED STUDENTS

Abstract

A portfolio design was developed by a resource room teacher and her colleagues with whom she has team-taught reading to a heterogeneous group of sixth grade students. During the 1995-96 school year, all sixth grade students were engaged in authentic and alternative learning experiences, reflection, goal setting, and self-assessment. An inquiry was made at the start of the year based on the development of the portfolio design. The ways in which alternative and authentic assessments would result in students of varying abilities increasing their self-exceptations and performance levels were investigated. Evidence was collected demonstrating that when given the opportunity to engage in performance-based activities and assessments, students with learning disabilities can begin to clarify their strengths and weaknesses as learners in order to set goals for improvement.