Questions about alternative forms of assessment were discussed by two elementary school and two high school teachers who are members of the National Education Association/International Business Machines (IBM) School Renewal Network. Their correspondence on that computer network was also analyzed. The following questions were considered: how have teachers' thinking and practice changed with regard to assessment, and how has the network influenced this thinking; and do teachers believe that the computer network helps them improve student assessment practices? The focus selected for the exploration is portfolio assessment. Descriptions of the schools that employ the four teachers include discussions of some pilot studies on portfolio assessment. A review of relevant literature concentrates on theory and practice in alternative forms of assessment. The literature and teacher experience suggest that schools do not view portfolios as a replacement for other forms of student assessment, and that teachers and administrators using portfolios are carrying out a dual assessment process. Nevertheless, portfolios are becoming important in student and teacher learning. The usefulness of the network was demonstrated. There is a 20-item list of references. (SLD)