Alternative assessment of students with learning differences
For many students with learning differences such as dyslexia and dysgraphia, standardized test scores do not accurately reflect their performance in the classroom or their potential for success in future academic or employment settings. A way of measuring student progress that supplements or replaces standardized testing is needed. The purpose of this study is to determine if: ¥ A rubric style assessment portfolio increases the number of teachers stating that they are more reflective about their teaching styles and curriculum development. ¥ A rubric style self-assessment increases the number of students stating that they have a better understanding of their own learning needs. ¥ Inclusion of transition goals on the teacher and student rubrics result in an increase in the number of teachers and students stating that they see a connection between the classroom curriculum and the outside world. A Two Group Homogenous Pre-Test Post-Test experimental design was used ( http://chiron.valdosta.edu/mawhatley/3600/3600pp8.doc) in the teacher survey. In addition, a Cronbach alpha score was calculated for the questions 1-4 and 6-8. There was consistency between the teacher results and the student results in some areas. Both reported that they felt the goals of the school were focused on academics and on supporting student learning. Students and teachers results indicate the neither group is sure that the portfolio process helps students understand their learning differences. Of the four queries on the teacher survey related to research question 3 and the connection between school and the outside world there were significant results. Teachers reported that the new portfolio process helped students see the connection between their school and the real world. There was significant change in the teacher responses over a short period of time as the second survey was taken only three weeks after the first.