According to Paulson, Paulson and Meyer, (1991, p. 63): "Portfolios offer a way of assessing student learning that is different than traditional methods. Portfolio assessment provides the teacher and students an opportunity to observe students in a broader context: taking risks, developing creative solutions, and learning to make judgments about their own performances."

In order for thoughtful evaluation to take place, teachers must have multiple scoring strategies to evaluate students' progress. Criteria for a finished portfolio might include several of the following:

• Thoughtfulness (including evidence of students' monitoring of their own comprehension, metacognitive reflection, and productive habits of mind).

• Growth and development in relationship to key curriculum expectancies and indicators.

• Understanding and application of key processes.

• Completeness, correctness, and appropriateness of products and processes presented in the portfolio.

• Diversity of entries (e.g., use of multiple formats to demonstrate achievement of designated performance standards).

It is especially important for teachers and students to work together to prioritize those criteria that will be used as a basis for assessing and evaluating student progress, both formatively (i.e., throughout an instructional time period) and summartively (i.e., as part of a culminating project, activity, or related assessment to determine the extent to which identified curricular expectancies, indicators, and standards have been achieved).

As the school year progresses, students and teacher can work together to identify especially significant or important artifacts and processes to be captured in the portfolio. Additionally, they can work collaboratively to determine grades or scores to be assigned. Rubrics, rules, and scoring keys can be designed for a variety of portfolio components. In addition, letter grades might also be assigned, where appropriate. Finally, some for of oral discussion or investigation should be included as part of the summative evaluation process. This component should involve the student, teacher, and if possible, a panel of reviewers in a thoughtful exploration of the portfolio components, students' decision-making and evaluation processes related to artifact selection, and other relevant issues.

Source: Mindful School: Portfolio connection, Burke, Fogerty, IRI/Skylight Publishing (1994) 

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