"without that theory the progression of portfolios cannot evolve much further" (28)
Isn't more important to argue for the implementation of portfolio assessment programs that incoporate teachers' and students' knowledge/perceptions rather than developing grander and grander theories? (My guess is that this shouldn't be an either/or but both/and. That is, we need to push for implementation of portfolio assessment AND theorize/research/publish/explore performance-based methods of assessment).