Each school must establish a process for assessing entries that is consistent and fair, and that ensures that students are demonstrating the required proficiencies. The type and purpose of a task will determine the procedure for assessment. For example, common tasks may be assessed within a school using the Rhode Island Skills Commission protocol. Schools that are part of the Rhode Island Skills Commission network will have some tasks centrally scored by the Skills Commission. Individual teachers using a standards-based rubric may assess teacher-developed tasks. Tasks that are completed as part of an internship may be assessed using industry standards. Planning for different types of tasks must provide for appropriate assessment procedures. To maintain the validity of the graduation portfolio, each type of entry must be assessed consistently.

The assessment process includes setting performance standards, writing and calibrating rubrics, revising rubrics, and collecting benchmark entries or tasks. Professional development plans must include training for each aspect of assessing student work.

The graduation portfolio is a required component of the Rhode Island Diploma System and is one of the ways in which students will demonstrate proficiency for graduation; therefore, assessing entries in a valid, consistent, and equitable manner is essential. This process must be planned before students begin assembling their working portfolios. Professional development that trains teachers to develop and calibrate rubrics is essential.