This study examined the writing portfolios at an elementary school. Informal communications, observations, and interviews with students, teachers, and administrators revealed the following: the portfolios are fair methods to assess today's diverse student population; the school's students are better writers because of their experience with the school's writing process and portfolios; the content being assessed by the portfolios is of high quality and value to the students; and portfolios are efficient means to collect student data. It was also found that not all teachers take full advantage of portfolio assessment. Not all teachers allow students to collect, select and reflect on their work samples, one of the many advantages of portfolio assessment.
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