Who Should Taste the Soup and When? Designing Portfolio Assessment Programs to Enhance Learning

Abstract

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" the assessing. (SR) Theme Issue: Forms and Functions of Formative Assessment.