In order to contribute to the limited empirical knowledge about portfolios, we surveyed 209 educators taking graduate classes in general and special education about their knowledge, attitudes, and concerns about portfolios. Respondents had a substantial amount of knowledge about some but not all aspects of portfolios and held favorable attitudes toward portfolios. They viewed inadequate training and support, the time to design and implement portfolio assessment, and evaluating portfolios as the most serious concerns with portfolios.
General education teachers were more knowledgeable about portfolios than special educators. Women were both more knowledgeable and more positive about portfolios than men. Viewed together, the findings suggest that demographic characteristics of educators may be related to their knowledge, attitudes, and concerns about portfolios and might be considered in developing programs and support services for them.
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