In today's progressive teaching environment where conceptual learning is key, portfolio assessment helps provide the motivation necessary to involve students in the learning process. The increased responsibility and empowerment of the student, the inclusion of a wider variety of assessment forms such as research papers, interviews, video presentations, and self-assessment, and the disappearance of numerical scores on individual feedback has resulted in very positive results, as indicated by a calculus class taught at Bethany Lutheran College in Minnesota. In the absence of grades, students are less pressured to focus only on high scores. They become more motivated to achieve true conceptual understanding. Exams are not given grades, but constructive criticism. Students must analyze their mistakes, correct them, and turn them in again. Out-of-class projects such as journal entries, career interviews, and Internet research require active learning. This innovative means of assessment, though somewhat subjective and time-consuming, provides more of a challenge than traditional instruction and allows students to see their progress throughout the duration of the course. The increased skills of and positive feedback from students proves its effectiveness in improving the learning process. (YKH)