The Use of the Portfolio Assessment Criteria Checklist for Teachers (PACCT) by Teachers of Students with Intellectual Disability in Saudi Arabia
This study focuses on how female special education teachers implement portfolio assessment for students with intellectual disabilities using the Portfolio Assessment Criteria Checklist for Teachers (PACCT). Data were collected through an online questionnaire used to identify a sample aligned with the study’s objectives, in addition to semistructured interviews. The findings revealed two distinct approaches to portfolio use: portfolios as an administrative documentation tool and portfolios as a reflective formative assessment tool. Teachers who used portfolios reflectively demonstrated higher levels of organization and provided ongoing feedback. In contrast, teachers showed limited awareness of the PACCT criteria, both in terms of theoretical understanding and practical application in portfolio design and implementation, which contributed to variability in practice quality and assessment criteria. Furthermore, despite challenges related to family involvement, teachers employed alternative strategies to enhance communication with parents through portfolios. The study highlights the need for clear school-based policies grounded in rigorous standards, as well as targeted professional development programs, to strengthen the educational value of formative portfolio assessment in special education.
Caring for profound and multiple intellectual disabilities (PIMDs) children presents greater challenges than caring for mild-to-moderate disabilities children. Therefore, the life experiences of…
This study focuses on how female special education teachers implement portfolio assessment for students with intellectual disabilities using the Portfolio Assessment Criteria Checklist for…
Objectives: This paper investigates how Special Educational Needs (SEN) practitioners in the Kingdom of Saudi Arabia’s Comprehensive Rehabilitation Centers conceptualize Profound Intellectual and…