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Guidelines for Using Portfolios in Assessment and Evaluation.

Annette Manning Kratcoski1

  • 1Summit County Educational Service Center, Cuyahoga Falls, OH.

Language, Speech, and Hearing Services in Schools
|January 1, 1998
PubMed
Summary

School speech-language pathologists can use portfolios for holistic language assessments. This guide offers functional assessment strategies to meet educational and regulatory requirements.

Area of Science:

  • Speech-Language Pathology
  • Educational Psychology
  • Assessment Methods

Background:

  • School-based speech-language pathologists (SLPs) face challenges balancing regulatory requirements with holistic, educationally relevant language assessments.
  • Existing assessment tools may not fully capture the functional communication skills of learners in diverse school settings.
  • There is a need for practical guidelines to support SLPs in selecting and implementing appropriate assessment procedures.

Purpose of the Study:

  • To provide guidelines for utilizing portfolios in speech-language evaluations within school settings.
  • To emphasize the role of portfolios as a tool for functional assessment of communication skills.
  • To assist SLPs in navigating the complexities of district, state, and federal regulations.

Main Methods:

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  • The article focuses on the application of portfolio assessment in speech-language pathology.
  • It outlines strategies for collecting and analyzing student work samples within a portfolio framework.
  • Emphasis is placed on aligning portfolio content with functional communication goals and educational relevance.

Main Results:

  • Portfolios offer a flexible and comprehensive approach to evaluating language and communication.
  • They facilitate the documentation of student progress over time in authentic contexts.
  • Portfolio use supports a more functional and educationally meaningful assessment process.

Conclusions:

  • Portfolios are a valuable tool for school-based speech-language pathologists to conduct functional assessments.
  • Implementing portfolio assessment can help meet regulatory demands while providing a holistic view of student communication.
  • Guidelines for portfolio use can enhance the quality and relevance of speech-language evaluations in schools.