This study utilises survey questionnaires to compare 107 Canadian, English and Dutch students' opinions and experiences of portfolio preparation for final assessment in the terminal year of secondary school. The aim is to reveal what students value about portfolio assessment and if they see portfolio assessment as a valid preparation for their futures, particularly for those who plan to continue on studying art and design at college or university. Common approaches to assessment are examined, followed by a more focused discussion of curriculum and assessment practices in all three countries at the time of writing (March 2004). This is followed by a description of methodology; tentative findings are presented and the article concludes with a short discussion of some implications for art and design education.