Simple checklists, one-shot interviews, brief site visits and narrative evaluations remain widespread as the tools of assessment. In many school districts, the evaluation includes little or no face-to-face contact, and the principal simply gets his or her evaluation in the mail, leading one researcher to describe them as "infrequent, late, unhelpful and largely a source of administrative bother." In most cases, the performance reviews fail to result in improved leadership. "Little is learned and not much happens," according to a 2003 ERIC report on the evaluation of administrators. To proponents, the use of portfolios for evaluating administrators offers the promise of a more valid, reliable and authentic form of assessing professional performance. In theory, portfolios promise a much more comprehensive, nuanced and effective evaluation process and offer the possibility of showcasing a broad range of skills and accomplishments that have been demonstrated throughout an entire year or more. In addition, portfolios provide an opportunity for ongoing reflection and continuous improvement, the elusive goal of nearly all school improvement efforts. Those who have used portfolios for evaluation or have been evaluated in part through a portfolio generally report positive experiences.