The Vemont Portfolio Assessment Program: Findings and Implications

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Trusting teachers’ judgement: research evidence of the reliability and validity of teachers’ assessment used for summative purposes (2005, background): “( 1994 ) is one of several published accounts of the Vermont portfolio system.”
New Insights Into Learning and Teaching and Their Implications for Assessment (2003, background): “These features of the assessment culture make it most suitable for formative classroom assessment, which is geared to promote learning, as opposed to summative high-stakes (often large-scale) assessment that serves accountability as well as certification and selection purposes ( Koretz, et al., 1994”
Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform (2009, background): “In the early 1990s, Vermont adopted a statewide portfolio assessment system ( Koretz et al. 1994 ).”