What is a significant limitation of using portfolio assessments for a student with ASD?

The choice highlighting limited assignment quality is significant because portfolio assessments can sometimes struggle to adequately measure the depth and breadth of a student's understanding or skills, particularly for a student with Autism Spectrum Disorder (ASD). Portfolios often reflect a selection of work that may not fully showcase a student’s abilities if they happen to struggle with specific tasks or assignments. The quality of assignments within the portfolio may not represent a student's overall competency, especially if the selected pieces were influenced by external factors such as anxiety, interest, or motivation.

Understanding this limitation is crucial as it highlights the need for alternative forms of assessment or additional methods to gain a comprehensive view of the student’s capabilities and progress. This ensures that assessments are equitable and truly reflective of the student's understanding and skills. Other choices, while relevant to the conversation about portfolio assessments, do not capture the specific limitations related to the quality and representativeness of the student’s work.