This presentation was a basic introduction to the use of portfolios for assessment and learning purposes. Five major areas were addressed: (1) why one might want to consider using portfolios, (2) how to define and establish a purpose, 3) what to consider when using portfolios for formative and/or summative purposes, (4) what to consider regarding reliability, validity and fairness, (5) examples of portfolio assessment systems, and (6) what processes to address in designing a portfolio assessment system. Also emphasized was the way in which the design of a portfolio system can support and reward reflective practice.

Portfolios, as "purposeful collections of evidence", offer a unique opportunity to assess a broad range of competencies because evidence collected can include a rich array of what a learner knows and can do. This capability makes them particularly useful for hard-to-assess competencies such as professionalism. In contrast to the targeted and final nature of traditional assessments, most portfolio approaches require learners to collect evidence over time and thus result in an autobiography of efforts and achievement. Portfolio systems that give learners responsibility for selecting and self-assessing evidence, identifying and implementing learning plans, promote skills fundamental to "self-directed" learning.

Having a clear purpose is essential to ensuring that the objectives are clear to all participants. Decisions regarding the purpose involve at least four dimensions. First, a portfolio can focus on the process of choosing and reflecting on evidence or be used to demonstrate achievement of outcomes where attention to process becomes secondary. Second, portfolios can target specific competencies or be used to assess a broad range of skills. Third, portfolios offer flexibility in terms of the time period for which evidence is collected. Fourth, portfolios can be used for formative assessments to give feedback, or as summative assessments used to make promotions decisions. Case examples were presented to illustrate the various approaches.

As with any assessment system, portfolios require rigorous attention to testing standards. Even when used for formative purposes, the portfolio approach requires attention to process so that all learners understand the purpose, find the experience meaningful, and receive systematic feedback. When used for summative purposes, reliability depends in large part on standardizing professional judgment so that decisions are credible and the assessment procedures justifiable. The collected evidence needs to be representative of the types of experiences that are core to the curriculum and proportional to the curricular priorities in order to establish validity. Finally, explicit requirements known in advance, equal assistance in preparing the portfolio, and a mechanism for due process ensure that a portfolio system meets standards of fairness.

The formal presentation ended by emphasizing the importance of process issues. Successful use of the portfolio model depends on making the purpose explicit and meaningful to all participants, providing guidelines for constructing the portfolio, engaging both learners and faculty in the reflective practice cycle, and standardizing the review process. Attention to these process issues facilitates building a learner-centered assessment culture that is needed for the successful implementation of a portfolio approach to assessment.

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