The Use of the Portfolio Assessment Criteria Checklist for Teachers (PACCT) by Teachers of Students with Intellectual Disability in Saudi Arabia

Kholood Mohammed  Aljaser

doi:10.53285/bmng1j39

Authors

Kholood Mohammed Aljaser

DOI:

https://doi.org/10.53285/bmng1j39

Keywords:

Formative assessment, Portfolio assessment, Portfolio Assessment Checklist Criteria for Teachers, Intellectual disability, Parental involvement

Abstract

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 semi-structured 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.

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