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

Developing a Progress Monitoring Portfolio for Children in Early Childhood Special Education Programs

“…Research indicates that, although the benefits of portfolio assessments are considerable, teachers frequently identify problems in documenting evidence and the amount of time needed to complete the portfolio process (Stockall & Smith, 2013). Using online data systems to manage child outcome data and to store digital artifacts can address some of these problems.…”

A narrative inquiry of students with significant cognitive disabilities and the MCAS alternate assessment as told by their parents

“…There are gaps in the connections between the standards and a meaningful curriculum for students with significant cognitive disabilities, as teachers and administrators have noted (Stockall & Smith, 2013). The failure of a teacher to gather adequate evidence of a student's progress toward the standards further calls into question the validity of the MCAS Alternate Assessment as a single measure of student proficiency (Laitsch, 2006).…”