Library and Information Science (LIS) master's programs exist in a milieu of educational change that over the last decade has increasingly emphasized the student's role in and responsibility for learning. A student-centered philosophy of education affects all elements of the teaching and learning process, including the assessment of learning outcomes. One student-centered assessment technique is that of portfolio development, and LIS schools have begun to incorporate portfolio assessment into master's programs. The following paper addresses the inclusion of portfolio development within the school library media certification program at the University of Oklahoma and the ways that portfolio development could be applied to all specializations within LIS programs. Valid approaches to portfolio development shift assessment directly into students' learning experiences, emphasize educational goals and standards, and ensure the LIS school's accountability to the university as well as to state and national accreditation agencies.
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Latrobe et al. (2000) studied this question.