Thus, many educators find themselves willing to try portfolios as a way to support reform of both curriculum and assessment. Experience with classroom-level portfolio projects shows that many portfolios are currently highly individualized, if not intensely personal. Other indicators must be considered for fair and rational decision making. Practical procedures for addressing technical problems in performance assessments, including portfolios, are discussed below. Below are some of the problems and possible remedies concerning the use of portfolios for administrative decision making and reporting.
Students are ill-prepared to carry out work that is a required part of a portfolio.
This, in fact, is an ever-present bundle of problems, which extends well beyond portfolios and assessment. Several strategies are needed. If students have not been exposed to or had practical experience in applying their subject matter knowledge to novel problems, in solving open-ended problems, or in working on extended projects or projects that require collaboration with other students, they will likely perform less well than students who have had these experiences. This problem needs to be addressed in the same fashion as the previous problem of disparity in opportunities to learn the subject matter. If students have limited proficiency in reading, writing, and speaking English, they will likely perform less well on examinations requiring these skills than students who have a command of the English language.