Field testing of the portfolio model in selected career and technology education (C&TE) programs and support documents was conducted during the 1995-96 school year. The model was used by 16 child care and early childhood professions teachers and 4 horticultural science teachers in Texas with 366 students. The teachers, who received training in authentic assessment, acted as coaches, facilitators, and advisors in the portfolio process. The portfolio evaluation for the child care field test consisted of scoring sheets and rubrics for portfolio documents; rating or score sheets; letter grades and self-evaluation; and a holistic approach to evaluate the entire portfolio. The general response of students to the portfolio was positive. Students' intended purpose for the portfolios included three uses: employment, personal use, and college credit with child care directors, parents, and college scholarship and articulation boards as audiences. Two assessment instruments were created and used for evaluation of the horticulture field test: a telephone survey of teachers and a questionnaire and student evaluation form. Teachers' evaluations of the portfolios were very positive. Students felt the purpose of the portfolios was to represent themselves and get a grade and named the teacher as the primary audience. (Appendixes to the 19-page report include a list of 34 references; correspondence; evaluation forms; examples of child care portfolio items; and the article, "Using Portfolios to Assess Student Performance.") (YLB)