Electronic Portfolios Electronic portfolios are the "next generation" of portfolios now used in many classrooms. They contain examples of student work and need not be specific to any one type of software although software does exist to help generate portfolios. They may contain documents, graphics, audio, video, digital photos, or scanned items. One great impact portfolios can have on students is helping them see changes in their learning and skills over time. Portfolios are often assessed with a rubric that looks at improvement of work, levels of mastery, or comparison to a known standard. Portfolio rubrics should be established prior to the development of activities that will create portfolio artifacts and should be closely aligned to curricular goals. The rubrics can also serve as guides (a "job aid") to students required to create portfolios. Wake County Public Schools Wake County Public Schools in Raleigh, North Carolina, experimented with developing alternative assessments—including electronic portfolios—and provides some helpful guidelines for schools seeking to implement electronic portfolios in their assessment tools. Here are some lessons learned from their efforts. It may be best to begin by developing an effective process through experience with more traditional print-based portfolios. Schools should consider starting with small groups rather than whole-scale implementation as technology delays may dramatically impact portfolio development. Select the right software. Determine the portfolio elements and format, find software that supports your objectives, and preview the software before purchasing. This is another reason schools may wish to consider starting with a small group so that kinks in the software and process may be worked out. Students and teachers should have access to their portfolios at any time from anywhere in the school. Web-based portfolios offer the opportunity to access and build portfolios from home or other locations. Technology support is essential. The technology should not interfere with learning goals. 9