You might be interested in this piece if…
You’re interested in seeing another model of portfolio usage at a programmatic level for evaluating student writing.
You think instructors should collaborate on evaluating portfolios to negotiate what we value in student writing and what a portfolio and the writing in it should look like.
You like the idea of being more of a “coach” or “editor” as opposed to a grader of student writing.
You like hearing what Peter Elbow thinks about things (and Pat Belanoff, of course).
Elbow & Belanoff provide a short and simple explanation of why they have chosen to use portfolios as a substitute for examinations. They seem to be arguing for the use of a portfolio system to evaluate student writing at the programmatic level and ask the instructors themselves, but also at least one other instructor in the program/department, to evaluate the portfolios students develop. They suggest that these lead to opportunities for instructors within the program to enter into helpful dialogs about what they see in student writing collaboratively by understanding what other instructors value in a piece of writing and why.