Portfolios Karen Herschleb, Maggie Wilson, Sarah Antoncich
		As teachers, we want our assessments to accurately correlate to learning targets, promote future academic growth for our students, and to demonstrate that our students are meeting classroom, school, district, state, or national standards.  Student portfolios are one way in which we can achieve these goals.  Portfolios often require much teacher preparation and planning in the beginning, but the results - both academic and personal - can be significant.  When properly utilized, they can increase learning through reflection, promote pride in academic work, enable students to self-correct and assess, allow students to demonstrate a set of skills, knowledge and abilities in one place, and provides opportunitites for review of progress and goal-setting. Portfolios have been described as a "worthwhile burden with tangible results in instruction and student motivation (Sweet, 1993)."  This website seeks to define different types of portfolios, share positive and negative aspects of different portfolios, and to provide examples of different portfolios on which you might base your own.  In addition, in the recent push for standards-based assessment has minimized enthusiasm for portfolios.  We intend to provide information on ways portfolio assessment can enhance students' achievement of standards and ways in which portfolios can demonstrate mastery.
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