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a constructivist paradigm

I wonder how often "a constructivist paradigm" has been embraced in large-scale programs. The above claim, and the direction that Hamp-Lyons and Condon's first chapter points toward, is an argument for a portfolio assessment system that responds to teachers and learners as well as administrators, politicians, and what Hamp-Lyons and Condon call "the assessment community." While I would love to see assessment programs "value the participants' perceptions," I know of no such programs that exist. What would such an assessment system look like--something like the one that used to be in place at SUNY-Stony Brook (Belanoff and Elbow)?