Assessment portfolio systems have become very popular in higher education today, and have spawned a large number of commercial tools to support institution-wide portfolio development. Often, program assessment and accountability are the primary motivators for many educational institutions to invest in portfolio tools. There is a major difference between portfolios created for formative assessment, meant to provide feedback to improve learning, and those created for summative assessment, to collect data for more high stakes evaluation. I have written extensively about these differences on my website. Those assessment portfolios are most often constructed in a customized system using a data base, which often limits the creativity and flexibility of the portfolio development tools.