Impact of Portfolio Assessment on Locus of Control of Students with and without Disabilities

The purpose of this study was to explore the effect portfolio assessment had on locus of control of students with and without disabilities, and to see specifically whether use of portfolio assessment increased internal locus of control of students with disabilities. Participants were eighth grade students chosen on the basis of classroom use and non-use of the portfolio assessment process. Both general education students (n 70) and special education students (n 20) were involved in the study. The Nowicki-Strickland Locus of Control Scale was used to identify participants’ locus of control. Overall, results indicated that all individuals involved in the portfolio assessment process scored more internally-oriented in terms of locus of control than those who were not involved in the portfolio assessment process. Using alternative methods of assessment, rather than standardized testing, to show mastery or growth in a particular subject area is becoming a more common occurrence in our nation’s schools. Motivated by severe misuse of standardized testing and by frustration with tests that critics claim are not keeping pace with the changing curriculum (Quinta & McKenna, 1991), many educators are turning to alternative methods of assessment (Herman, Aschbacher, & Winters, 1992). The emphasis on standardized testing in the United States has been severely abused. Schools are being ranked and are qualifying for financial rewards based on test scores. Even values of houses are being judged by their proximity to schools with high-test scores (Keller, 2001; Shepard, 1989). Most educators agree that assessment methods have not kept pace with the changing needs of the curriculum, but more importantly, many standardized tests are not appropriate for individual students with disabilities (Choate, Enright, Miller, Poteet, & Rakes, 1992). In addition, Abruscato (1993) stated that standardized tests are deficient in providing useful information that teachers can utilize to help them with instruction in the classroom. They further indicated that traditional assessment usually overlooks a student’s performance. Due to inadequacies embedded in traditional assessment methods, an alternative method of assessment is warranted (Tierney, 1992). One alternative method of assessment is portfolio assessment. Educators are seeking alternative ways to provide information that documents what a student knows over a course of time, rather than just a one-shot performance. Developing portfolios to use as an alternative method to assess students is progressively being used as a viable alternative to standardized testing in schools today (Swicegood, 1994). Portfolio Assessment Portfolio assessment is a reliable and valid way to provide information on a student’s knowledge and understanding of subject matter content by evaluating a purposeful collection of a student’s work over a particular period of time (Ferguson, 1992; Morton, 1991; Options, Inc., 1993). The portfolio assessment process is used among educators to provide an alternative means for students to showcase their knowledge in a variety of ways. With the use of portfolio assessment methods, which incorporate various assessment formats, a more accuCorrespondence concerning this article should be addressed to Dan Ezell, University of Central Florida-Brevard Campus, 1519 Clearlake Road, Cocoa, FL 32922. E-Mail: [email protected]. Education and Training in Developmental Disabilities, 2003, 38(2), 220–228 © Division on Developmental Disabilities 220 / Education and Training in Developmental Disabilities-June 2003 rate indication of a student’s capabilities can be obtained (Feuer & Fulton, 1992). Using portfolios in the classroom as a different way to assess a student’s knowledge base has generally been more widely used in general education classrooms than in special education classrooms. As more and more teachers incorporate the portfolio assessment process in their daily classroom instruction, they are seeing first-hand how beneficial portfolios can be when used to strategically address the individual needs of their students, particularly when used with students in inclusive environments (Tierney, Carter, & Desai, 1991; Walther-Thomas & Brownell, 2001). Portfolio assessment has been used to connect assessment to instruction and evaluation. This usage of portfolio assessment has become more important for individuals with disabilities since the passage of Individuals with Disabilities Education Act (IDEA) Amendments of 1997 (Public Law 107-17) which suggests that teachers conduct classroom-based assessment that connects assessment to instruction and evaluation. Portfolio assessment meets this IDEA suggestion perfectly and according to Gomez, Grau, and Block (1991), portfolios provide a host of data upon which to base instructional decisions and from which to evaluate student progress. This particular benefit is especially important when making instructional decisions as it relates to students’ IEP goals. Portfolio assessment is a valuable tool to use to link instruction and assessment directly to a student’s IEP.