demographic variables. In this way, it will be possible to discover not only the degree of contribution, if any, made to attitudes on the basis of experience with portfolio assessment for teacher evaluation but also whether the degree of contribution is moderated by teacher background factors.
A final subsidiary analysis will be conducted on data contributed only by those teachers who have had experience with portfolio assessment. These teachers will be asked to list all of the instructional changes which they believe have resulted from their personal experience with compiling portfolios. The purpose of this analysis will be to determine those changes in instructional practice which teachers feel have been most influenced by portfolio assessment.
In a discussion of assessment for diverse educational purposes, Sanders and Horn (1995) noted that:
For decades, the assessment of educational entities--school systems, i
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