Performance assessment procedures and a portfolio assessment framework are presented for monitoring the language development of language minority students in the upper elementary and middle grades. Unlike standardized achievement tests, performance-based assessment can effectively monitor the progress of language minority students because it can be conducted on an ongoing basis. Portfolio assessment has the potential for becoming an effective management system for performance assessment results. It can be conducted on a classroom, school-wide, or district-wide basis. This report contains two main sections. The first discusses performance assessment, covering purposes, types, design, administration, and scoring techniques for oral language assessment, reading assessment, writing assessment, anecdotal records, and self-assessment for language proficiency and learning strategies. A sample literacy development checklist and a chart showing sample holistic criteria are provided. The second section reports on portfolio assessment, including the following: designing portfolios (e.g, purpose, specific focus, performance task/instrument selection, setting criteria, staff collaboration, staff development, student selection, and student/parent involvement); planning for and collecting the data; analyzing portfolio contents; using portfolio results; and some common concerns about putting portfolio use into practice (e.g., time requirements, content interpretation, ways to use portfolios and performance-based assessment). Sample contents from reading/writing portfolios in Virginia, New Hampshire, and Florida are summarized in a one-page chart. Contains 68 references. (LB)