This study investigated the perceptions of teachers on portfolio development, implementation, and assessment for all students, specifically for students with disabilities. An interview was conducted individually with ten teachers working in diverse educational settings in southern Wisconsin.
A short survey gathered data on teacher demographics including gender, teaching experience, portfolio experience, and education. The interview protocol organized the questions into five sections: (1) Teacher Knowledge of Portfolios, (2) Developing and Implementing Portfolios, (3) Effectiveness as an Educational Tool and Influence on Instructional Practices, (4) Portfolio Legitimacy as an Alternative Assessment, (5) Student Roles and Responsibilities of Developing Portfolios.
The results showed that teachers were knowledgeable of portfolios. The majority of teachers reported they liked teaching with portfolios, perceived their benefits to student learning and assessment, and students enjoyed working with their portfolios. Meanwhile, they raised concerns about the amount of time they spent to prepare portfolios and the accurate grading in portfolio evaluations.
","abstract_html":"<p>This study investigated the perceptions of teachers on portfolio development, implementation, and assessment for all students, specifically for students with disabilities. An interview was conducted individually with ten teachers working in diverse educational settings in southern Wisconsin.</p> <p>A short survey gathered data on teacher demographics including gender, teaching experience, portfolio experience, and education. The interview protocol organized the questions into five sections: (1) Teacher Knowledge of Portfolios, (2) Developing and Implementing Portfolios, (3) Effectiveness as an Educational Tool and Influence on Instructional Practices, (4) Portfolio Legitimacy as an Alternative Assessment, (5) Student Roles and Responsibilities of Developing Portfolios.</p> <p>The results showed that teachers were knowledgeable of portfolios. The majority of teachers reported they liked teaching with portfolios, perceived their benefits to student learning and assessment, and students enjoyed working with their portfolios. Meanwhile, they raised concerns about the amount of time they spent to prepare portfolios and the accurate grading in portfolio evaluations.</p>","abstract_has_math":false,"creators":["Caldwell, Diane"],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05-09T07:00:00Z","date_published":"2007-05-09T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Portfolios in education; Students with disabilities","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/795","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy"]},{"key":"dc:creator","label":"Author","values":["Caldwell, Diane"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-28T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Portfolios in education; Students with disabilities","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/795"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated the perceptions of teachers on portfolio development, implementation, and assessment for all students, specifically for students with disabilities. An interview was conducted individually with ten teachers working in diverse educational settings in southern Wisconsin.
A short survey gathered data on teacher demographics including gender, teaching experience, portfolio experience, and education. The interview protocol organized the questions into five sections: (1) Teacher Knowledge of Portfolios, (2) Developing and Implementing Portfolios, (3) Effectiveness as an Educational Tool and Influence on Instructional Practices, (4) Portfolio Legitimacy as an Alternative Assessment, (5) Student Roles and Responsibilities of Developing Portfolios.
The results showed that teachers were knowledgeable of portfolios. The majority of teachers reported they liked teaching with portfolios, perceived their benefits to student learning and assessment, and students enjoyed working with their portfolios. Meanwhile, they raised concerns about the amount of time they spent to prepare portfolios and the accurate grading in portfolio evaluations.
"]},{"key":"dc:title","label":"Title","values":["Teacher perceptions on student portfolio assessment and implementation"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy"],"dc:creator":["Caldwell, Diane"],"dc:date.available":["2016-03-28T07:00:00Z"],"dc:description.abstract":["This study investigated the perceptions of teachers on portfolio development, implementation, and assessment for all students, specifically for students with disabilities. An interview was conducted individually with ten teachers working in diverse educational settings in southern Wisconsin.
A short survey gathered data on teacher demographics including gender, teaching experience, portfolio experience, and education. The interview protocol organized the questions into five sections: (1) Teacher Knowledge of Portfolios, (2) Developing and Implementing Portfolios, (3) Effectiveness as an Educational Tool and Influence on Instructional Practices, (4) Portfolio Legitimacy as an Alternative Assessment, (5) Student Roles and Responsibilities of Developing Portfolios.
The results showed that teachers were knowledgeable of portfolios. The majority of teachers reported they liked teaching with portfolios, perceived their benefits to student learning and assessment, and students enjoyed working with their portfolios. Meanwhile, they raised concerns about the amount of time they spent to prepare portfolios and the accurate grading in portfolio evaluations.
"],"dc:identifier":["https://rdw.rowan.edu/etd/795"],"dc:subject":["Portfolios in education; Students with disabilities","Special Education and Teaching"],"dc:title":["Teacher perceptions on student portfolio assessment and implementation"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:13:40Z"}