The portfolio can include work samples, records of various forms of systematic observation, and screening tests. Engel (1990) emphasizes that "work samples meet the need for accountability while recognizing and supporting individual progress." Thus, it is not necessary to include multiple copies of spelling tests or worksheets, just representative examples that are consistent with the outcomes or objectives being measured.

The pieces of evidence are combined to provide an interrelated, complete, dynamic, and holistic picture of the students' development toward mastery of a complex skill such as problem solving or oral communication. Whereas the five categories are considered fixed within the framework, organizational decisions regarding storing, scheduling, sharing of responsibilities, number and source of entry among others, within each category, remain flexible for better integration and adaptation to the teachers' individual teaching and assessment styles and practices." (Simon & Forgette-Giroux, 2000, p.89).

Simon, M., & Forgette-Giroux, R. (2000).
Impact of a content selection framework on portfolio assessment at the classroom level.
Assessment in Education, 7(1), 83-101.

Engel, B. "An Approach to Assessment in Early Literacy." In C. Kamii (Ed.), Achievement Testing in the Early Grades: The Games Grown-ups Play.
Washington, DC: National Association for the Education of Young Children, 1990.