Discusses the theory behind portfolio assessment, and portfolios and student learning. Responds to three questions to address the growing interest in portfolios and the natural skepticism of teachers about them. (SR)

Describes how a teacher of an English-as-a-Second-Language conversation class used portfolios to have students document their progress in learning English via audio- and videotapes. (SR)

Suggests that both portfolio and performance-based assessment can be implemented in ways that retain vestiges of standardized testing. Compares aspects of standardized testing to aspects of portfolio and performance-based evaluation. Discusses responsibility to those assessed. (RS)

Outlines critical weaknesses of many assessment procedures. Argues that, to be meaningful, the act of assessment must in some way enhance the learning process. Discusses establishing purpose for assessment and selecting criteria. Outlines alternative assessment techniques. (SR)

Discusses trends in teacher evaluation, including classroom observations, peer coaching, portfolios, self-evaluation, artifacts collection, and action research. Discusses the steps of action research. (RS)

Argues that, if portfolios are to be used effectively for formative purposes, they must be more than receptacles of work: they must invite students to be centrally involved in their own learning. Discusses what should be assessed, when it should be assessed, what kinds of information formative portfolios should provide, and who should be "doing"…

Presents brief annotations of 20 books and journal articles (published between 1967 and 1997) identified by the contributors to this themed issue as useful for the work they present in this issue. (SR)

Uses a description of large-scale collaborative portfolio assessment in the secondary school system in England as a means of seeing the American system and the recent reform efforts in comparative perspective. (RS)

Discusses how a high school English teacher expanded the audiences for her students' writing by developing an advanced senior writing seminar and using portfolios, peer evaluation, and parent participation. Notes that a community formed and was held together by mutual respect. (RS)

Discusses (from the point of view of the coordinator of Vermont's statewide, portfolio-based writing assessment) the dangers of assessment, and how it can freeze or frustrate students or teachers. Uses examples from Vermont to argue that vigilance is necessary to ensure the survival of personal voice and style in this era of standards. (SR)

Classroom-based assessment is the collection and evaluation of evidence of student learning, focusing on indicators of meaningful and valuable student progress. This type of assessment includes alternative forms of testing, such as performance tasks, which allow students to communicate or display mastery in different forms. According to Herman,…

This article explores the learning opportunities that standards-based portfolio assessment offers to promote teacher and faculty learning in teacher education. It discusses the impact on learning from two perspectives: that of teacher candidates and faculty using a paper-and-pencil approach for portfolio development, mentoring, and scoring; and…

Gives an overview of the New Standards Project's agenda for educational reform. Describes the features of the English language arts portfolio assessment system being field tested. Discusses implications of the system for teachers and other English language arts professionals. (RS)

Reports a year-long study of middle school language arts students. Finds that average students who are instructed in the art of reflective analysis by way of the systematic use of reflective questions and reflective events do, in fact, over time become more aware of the increasingly more sophisticated challenges that writers face. (SR)

Discusses the design and impact of Kentucky's statewide writing portfolio assessment. Describes how it was designed to influence writing instruction in Kentucky in positive ways. Evaluates its impact, noting progress toward overall goals, struggles with understanding "authentic audience," and the amazing staying power of the…