Claims that portfolios can be reliably rated in a large-scale assessment situation. Shares the experiences of writing program administrators concerning portfolio assessment. Outlines practical methods of gaining reasonable reliability in portfolio scoring. (RS)

Suggests that the portfolio bandwagon began with a series of unexamined assertions against existing practices. Concludes that the challenge of writing teachers is to develop valid and reliable methods of assessing student writing, based on clearly defined purposes, and to educate the various publics about the complexities of that challenge. (RS)

Describes readers' responses to the task of assigning scores to nonuniform portfolios of student writing. Suggests that reaching the goal of reliability in reading practices will not be easy. Concludes that writing program administrators should greet suggestions for the use of nonuniform portfolios with questioning restraint. (RS)

Describes an empirical study that tested the impact of placement test rater meetings on rates of agreement and placement outcomes. Notes that the study provides a rich array of data for the testing of theoretical assumptions about placement models. Reviews the foundations of holistic scoring and the challenges raised by the Washington State…

Asserts that competency testing as part of a writing program does not have to be a liability to the writing center. Describes the situation at Boise State University, where the writing center helps the students to prepare for the competency exams. Discusses each exam and the process of helping the students. (PRA)

Provides an overview of the Portfolio Placement Project (PPP) at the University of Arizona; explores the concept of validity as it relates to the PPP; explores the concept of reliability within the PPP; and argues that the PPP has had enormous positive impact on the curriculum of the University of Arizona and the schools whose students submit…

Contributes to the knowledge of portfolio systems for writing evaluation by sharing evaluative procedures and their results. Reports on the results of a survey of students evaluated using a portfolio system. Finds that students preferred the portfolio system. (RS)

Discusses one attempt to find innovative answers for questions regarding advanced English-as-a-Second-Language writing-placement testing. (MG)

Reports on an investigation into the types of writing placement that institutions are currently using, in addition to the kinds of writing courses offered. Outlines current writing placement procedures in hope of spurring further professional conversations concerning these practices. (HB)

Presents research that demonstrates how local institutional practices can preclude benefits of portfolio evaluation. Finds that communal portfolio assessment shifts the primary site of authority negotiation for new composition teachers (teaching assistants) from their relationships with students to their relationships with their more experienced…