Portfolios are different from other forms of assessment because the portfolio makes it possible to document the process of teaching and learning throughout the school year.  The use of portfolio-based assessment in K-12 schools allows students to reflect, evaluate, and set future goals by selecting samples from different areas and place them in the portfolio.   These assessments allow parents, administrators, teachers and students to be provided with current products concerning student performance. 

In order for the portfolio to be used effectively in K-12 schools, I feel, two things must be done.  The first thing is to involve the students in the assessment and review of their work.   I feel involving students in assessment is important because the goal of the evaluation is to have students self-reflect on work that they have done throughout the school year.  The writing of reflections can help to motivate students and promote student self-assessment and self-understanding. The second thing that needs to be done is for teachers to have authentic planning based on assessments of students’ performance. Having teachers view students’ portfolios and assessments, they can better direct the instruction to the needs of each student.

One negative aspect to an e-portfolio is the availability of computers.  Not every classroom is equipped with computers.  Often it is hard for teachers to set aside time to go and work on the portfolio.  Since the portfolio needs to be done on the computer, it is essential that there is time set aside a few times a week for students to work on their portfolio.  This means teachers need to schedule time into the week for access to computer rooms.  For electronic portfolios to become more commonplace at the K-6 level, schools need more computers in individual classrooms.