The Portfolio as a Media for Assessing the Learning Outcomes of Autistic Children in Inclusion Schools

This study examined how portfolio documentation can be used to assess learning outcomes for autistic children in inclusive school settings. Researchers conducted a three-month qualitative study and found that portfolios successfully tracked children's learning development over time, particularly when classroom teachers and special education staff worked together effectively. The main challenge identified was managing mood changes in autistic children, which could affect assessment accuracy. The study demonstrates that portfolios are a viable assessment tool for this population, though emotional factors need consideration.

Key points

• Portfolio documentation can effectively document learning development stages in autistic children over time
• Strong cooperation between classroom teachers and special companion teachers supports effective portfolio-based assessment
• Mood changes in autistic children, from both internal and external factors, are an inhibiting factor in assessment
• Mid-semester assessment using portfolios is feasible for children with autism in inclusion schools

Limitations

The study does not specify the country or the sample size of autistic children observed, and the three-month duration may not capture longer-term learning patterns or the reliability of portfolio assessment across different seasons or contexts.