A study extended two earlier studies and collected additional information from educators regarding their perceptions about the use of portfolios to assess literacy development. Subjects, 140 elementary teachers, secondary teachers, administrators, and English-as-a-Second-Language teachers who participated in a week-long literacy workshop in the summer of 1992, completed a modified form of a questionnaire given in each of the previous 2 years to workshop participants. Results indicated that: (1) there is a growing use of portfolios; (2) educators, both with or without portfolio experience, agreed overwhelmingly that portfolios should be used for instructional decision making across grade levels for language arts; (3) practical problems appeared to be diminishing as more professionals put portfolios into actual classroom use; and (4) artifacts for inclusion show a common trend across the three studies, with student writing samples by far the most common choice. (Three tables of data are included.) (RS)