Teacher perceptions on student portfolio assessment and implementation

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