Describes a teacher's journey toward creating authentic assessment and how it matches the instruction in her classroom. Suggests that the process of documenting the students' stories about learning and reflecting upon them has the potential to solve some of the difficulties with testing, evaluation, and assessment. (RS)

Discusses several critical issues surrounding implementation of portfolios as an assessment tool. Suggests that portfolios can be a rite of passage necessary for teachers to free themselves from less authentic assessment. Discusses how portfolios were used by several teachers over a period of years. (RS)