Argues that grading and evaluation need not be as pervasive as they seem. Explores ways teachers can step outside grading: nongraded writing assignments, portfolios, and grading contracts. Explores how it is possible to go further and step outside the mentality of evaluation by using certain descriptive and analytic responses to student writing.…

Explores how a portfolio assessment project in the University of Cape Town's Chemistry Department developed (within staff) new understandings of the role of writing as a vehicle for learning, which resulted in a reexamination of the relationship of the written assignments to the existing curriculum. Discusses challenges of designing assessment…

Describes the ways two second-grade teachers implement portfolio assessment in their classrooms. Emphasizes multiple purposes for evaluation. Suggests that portfolio use can have a direct influence on teachers' instructional practices and beliefs. (RS)