Instead of traditional selected-response or constructed-response tests that look for discrete facts or knowledge students recall in a standard way, students can apply knowledge in alternative, novel ways.
These performances are assessed with rubrics, which are also used to give feedback to students and stakeholders.
Another purpose is for self-assessment and reflection, where students can chart their progress and take ownership of their learning.
Samples are collected by students and teachers without making final decisions as to what will be kept or discarded.
Some of the characteristics of a portfolio assessment is that it emphasizes and evidences the learning process as an active demonstration of knowledge.