Portfolio assessment continues to gain acceptance in counselor training across the country. The evaluation of counselors-in-training is enhanced by a multimodal approach that allows for skill demonstration, feedback, and content synthesis throughout course work. Portfolio assessment works to develop students' integrative skills while providing important program information. I t is an innovative method that deserves careful consideration.
As Alschuler suggests and as our article presents, portfolio assessment can become an additional measure to evaluate student progress. Nowhere in our original article did we suggest that portfolio assessment should operate as a single evaluative technique or as a replacement for traditional testing methods in counselor training programs. Traditional measurement techniques have been one approach used for training purposes, but is it not appropriate to consider innovative means for assessment? Additionally, this model extends current outcome measures used in counselor training. Perhaps the term assessment was misunderstood. Portfolios reflect a developmental process, not a one pointin-time measurement. This individual process is developed over the course of the program culminating in the portfolio. Both the Michael L. Baltimore and Lori B. Crutchfield are assistant professors, Joyce Hickson i s the Department Chair, and Joseph D. George i s a professor; all in the Department of Counseling and Clinical Programs,