Description |
This is a qualitative research study that uses a constructivist framework to examine the strengths and challenges of using portfolios to assess writing for English learners with special needs. Data was gathered using three specific writing portfolio components (writing samples, self-assessments, and writing conferences) along with informal observations, a teacher/researcher journal, and group interviews. Data was collected in a public, Title 1 School in Salt Lake City, Utah in a kindergarten and first grade special education classroom. Writing portfolios were conducted with four case study students, all of whom were English learners with special needs. The data reveals multiple strengths for using portfolios, including comprehensive assessment data, one-on-one student-teacher interactions, and targeted and individualized instruction. The data also reveals challenges to implementing writing portfolios, which include time constraints, effective organization, and scheduling conflicts. |