"Vague quantifiers" used on quasi-quantitative rating scales (such as "often, sometimes, rarely, or never") are discussed in this paper in terms of the problems they create both for theory development and for issues of analysis. The purpose of the paper was to investigate some of these issues as they relate to the measurement…

How portfolio-based conclusions about student learning might be used to communicate with audiences outside the classroom is explored. Procedures and criteria for investigating validity in portfolio use are discussed. Ten portfolios from an eighth grade language arts class are used as an example. (SLD)