With the education reform movement came dissonance over testing as an indicator of classroom learning. This paper examines both formal and informal assessment and relates one institution's attempt to provide a bridge between authentic and traditional assessment. Authentic assessment is defined as a belief that student evaluation should measure performance using real life experience rather than standardized tests--a process that includes observation, conferencing, portfolios, self-evaluation, collaborative evaluation, and traditional paper and pencil tests. In the fall of 1988, portfolio development was begun at Wright State University (OH) as a department-wide, preservice teacher education endeavor. The portfolio design model infused such items as formal assessment instruments, personality assessments, and student teaching evaluations. Students were required to reflect on these instruments and use the results as an analytical tool. Results indicated students found the portfolio activity useful in connecting life experiences to undergraduate education. Faculty also supported performance assessment in the form of portfolios. (Contains 18 references.) (LL)