Portfolio evaluation process promotes thinking while it minimizes multiple-choice mentality. Some educators find that reviewing with the students what they learned, with consideration for the structure of knowledge, provides self-confidence for the pupils' next try. They need self-confidence to critique each other's work, before the teacher evaluates it again. Ranking is not productive, because it does not allow the student to learn self-evaluation based on the discipline's structural criteria. Self-evaluation is the greatest of educational skills to promote lifetime learning to find solutions to all kinds of challenges, academic, technological, and mundane. Many psychologists are so involved in the individual's mental and emotional characteristics that they neglect to inquire how the group to which the child belongs (in this case the classroom) affects that student's perceptions and behavior. No one need be a total failure with the consequent dropping out of school and society, resulting in either apathy or destructive behavior. In the author's opinion, most participants object to taking normative tests, and the teachers who live with them suffer unhappiness many a school day. A change using process portfolios with self-evaluation to set goals will benefit teachers, students, administrators, and eventually the community with fewer societal dropouts on welfare. (Contains 30 references.) (Author)