To serve the function of assessment, the language arts portfolio should be a record of a student's literacy development--a kind of window on the skills and strategies the student uses in reading and writing. Portfolio collections can form the foundation for teacher-student conferences, a vital component of portfolio assessment. The use of portfolios has gained momentum as curriculum experts have called for assessments that include a variety of work samples and have asked that teachers confer with each student about his/her literacy development. Language arts portfolio assessments should: (1) have value to both teachers and students beyond the assessment information; (2) require students to construct responses rather than recognize correct answers; (3) require students to apply their knowledge; (4) pose problems requiring use of multiple resources; and (5) present students with tasks that have a realistic focus. (RS)