Using Portfolios to Assess Writing for English Learners with Special Needs

Update Item Information
Title Using Portfolios to Assess Writing for English Learners with Special Needs
Creator Amanda B. Walker
Subject MEd
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.
Publisher Westminster College
Date 2014-05
Type Text; Image
Language eng
Rights Management Digital copyright 2014, Westminster College. All rights Reserved.
ARK ark:/87278/s6pk3q9f
Setname wc_ir
ID 1094069
Reference URL https://collections.lib.utah.edu/ark:/87278/s6pk3q9f