ABSTRACT
Ms. Smith and Mr. Jones both teach the fourth grade. Both are excited about implementing portfolios in their classrooms. They have read some of the current literature and both agree portfolios will enable them to collect information about their students’ progress that would be unobtainable through traditional norm-referenced achievement tests. What’s more, both teachers believe the information they get from students’ portfolios will enable them to provide instruction more in line with their students’ developmental levels.
