Beyond the Gradebook: Inclusive Assessment Strategies for Exceptional Learners

What Does Assessment Really Mean?

Assessment is often thought of as a test or a score, but in special education, it is much more than that. For students with disabilities, assessment is a tool that helps educators and families understand how a child learns, where they are growing, and what kind of support will help them succeed.

For example, a teacher might notice that a student struggles with writing but excels when explaining their thoughts verbally. That observation, when documented and reflected on, becomes a form of assessment. According to Salvia, Ysseldyke, and Witmer (2020), assessment in special education should be ongoing, flexible, and responsive to student needs.

Goals for assessment are usually guided by state standards and IEP objectives, but the best educators adjust those goals based on what each student needs next. Backward planning, a strategy highlighted by McTighe and Wiggins (2021), encourages teachers to start with the end in mind—what they want students to know or do—and build lessons and assessments to match.

What Type of Assessment Works Best?

Not all assessments are created equal. For students with disabilities, performance-based assessments are often the most effective. These are tasks that let students demonstrate their skills in real-world ways—like giving a presentation, creating a project, or performing a life skill.

For example, a student learning about budgeting might be asked to plan a grocery trip rather than take a multiple-choice quiz. These kinds of assessments are more inclusive and engaging and align with Universal Design for Learning principles that promote multiple means of expression (CAST, 2018).

Open-ended assessments also provide flexibility, especially when students are given visual supports or sentence starters. While selected-response items (like multiple choice) can be helpful for measuring factual knowledge, they often fail to capture deeper understanding in students who need more support to communicate their thinking (Darling-Hammond & Adamson, 2014).

Should We Give Grades for Effort?

This question often sparks debate among families and educators. Effort grades aim to recognize how hard a student is trying, even if they haven't yet mastered a skill. In classrooms that serve students with diverse abilities, effort is important—but it should not replace academic progress.

Instead, many teachers document effort in IEP updates or narrative comments. As Brookhart (2013) explains, separating effort from achievement gives families a clearer picture of what the child knows and how much support or motivation they need. For example, a student who spends 45 minutes carefully drawing a diagram but gets key labels wrong is showing strong effort and emerging understanding. Recognizing both helps educators plan next steps.

Can Students with Disabilities Do Self-Assessment?

Yes, they can—and should. Self-assessment helps students reflect on their learning, build confidence, and set goals. Even students with limited verbal communication can participate when tools like picture rubrics, checklists, or thumbs-up/down symbols are used.

In some classrooms, students are invited to help create the criteria for success. For example, a class working on respectful classroom behavior might decide together that “respect” means “using kind words,” “keeping hands to self,” and “listening when others talk.” Giving students ownership in this way increases their investment and self-awareness (Forlin & Chambers, 2011).

What About Growth Portfolios?

Growth portfolios are collections of work that show how a student has progressed over time. These can include writing samples, videos, artwork, or teacher notes. For students with disabilities, portfolios are especially helpful for showing growth that might not be captured on a standardized test.

For example, a parent attending an IEP meeting may see early writing samples where a child scribbled, compared to later samples showing legible words and sentence formation. That visual story is powerful. As Paulson and Paulson (1991) explained, portfolios help tell the “story of knowing,” not just the result.

Digital tools like Seesaw make it easier to manage and share portfolios between school and home. However, it’s important to set clear criteria to keep them focused and manageable.

Why Visuals Help Tell the Story

Many families and teachers find it easier to understand progress when it's shown visually. Graphs and tables can highlight patterns or milestones in a student’s learning journey.

For example, here is a chart showing one student’s reading fluency progress:

In this case, even small improvements show upward momentum. Visual tools like this can be especially helpful in IEP meetings where parents want a clear view of how their child is progressing.

What Else Should We Consider?

Assessment in special education includes more than academics. Functional Behavior Assessments (FBAs), for example, are used to understand why a student might engage in challenging behavior. These assessments help teams create behavior support plans that teach replacement behaviors rather than just punishing the undesired ones (Sugai et al., 2000).

Standardized testing is another layer to consider. While many students with disabilities are required to take them, these tests often don’t reflect their true abilities. Parents and teachers should work together to ensure appropriate accommodations are in place and to consider alternative assessments when needed.

Conferences and communication matter too. Parents who are regularly informed about their child’s learning can partner more effectively with educators. Portfolios, graphs, and personalized assessments provide tools that support those conversations and strengthen trust.

Final Thoughts

When it comes to students with disabilities, assessment should not be about comparison or ranking. It should be about progress, support, and partnership. The best assessments recognize effort, allow multiple ways to demonstrate learning, and celebrate growth over time. With the right tools and mindset, families and educators can work together to ensure that every student is seen, heard, and supported.

References and Resources

Brookhart, S. M. (2013). Grading and learning: Practices that support student achievement. ASCD.

CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org

Darling-Hammond, L., & Adamson, F. (2014). Beyond the bubble test: How performance assessments support 21st-century learning. Jossey-Bass.

Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17–32. https://doi.org/10.1080/1359866X.2010.540850

Paulson, F. L., & Paulson, P. R. (1991). Portfolios: Stories of knowing. Educational Leadership, 48(5), 36–39.

Salvia, J., Ysseldyke, J. E., & Witmer, S. E. (2020). Assessment in special and inclusive education (14th ed.). Cengage Learning.

Sugai, G., Lewis-Palmer, T., & Hagan-Burke, S. (2000). Overview of the functional behavioral assessment process. Exceptionality, 8(3), 149–160. https://doi.org/10.1207/S15327035EX0803_1