The use of portfolios for assessment is gaining popularity in higher education. Despite acknowledged difficulties and flaws associated with this assessment method, portfolios have advantages over traditional methods. Handbooks on methods of constructing portfolios often emphasise the mechanics of the "process" of building portfolios. However, educators who use this form of assessment are increasingly faced by various hurdles, which are largely due to the fact that portfolio construction is more than the procedure of putting documents and artefacts together. In assessment by portfolio both educators and learners are treading unfamiliar territory. They encounter problems such as resistance, non-completion and difficulties with evaluating the portfolio and assessing the evidence. Similar problems were experienced in an initiative where portfolios were used to assess academics in a module for their professional development. In responding to some of the problems, facilitators have had to explore educational theories that should underpin both theory and practice.