This article describes their experience. To transition to portfolio assessment, much thought and research must be done at the front end, with fundamental questions posed and answered. The article describes the thought process that occurred and the model for teaching and assessment that resulted. Teachers must not only take a look at how students learn, but on how they themselves taught. The author explains how the project evolved from simply focusing on student assessment to a more powerful staff development mindset.
Portfolio assessment takes commitment by all stakeholders.
Administrators, teachers, students and parents. The author shows how administrators not only must support portfolio assessment so it can be successful, but so that it can survive. The author shows how, through the evolution of the project, teachers, parents and students all became more involved and enthusiastic about the assessment. When students maintain portfolios of their work, they learn to assess their own progress as learners. This article makes a strong case for life long learning and gives good examples to strengthen the idea.