The foundation level outcomes serve as a bridge to the activity required to demonstrate achievement of college preparatory program outcomes. The Adult Preparatory Programs Articulation and Standards Project Steering Committee has recommended that this document be issued by colleges and credentialed by the province to acknowledge completion of a set of learning outcomes which could lead to post-secondary education, training, or employment. These college preparatory program outcomes describe learning achievements in mathematics, science, communication, computer, and personal and career development

The portfolio is one way to document the achievement of learning outcomes. There is general agreement that a portfolio is a process as well as a product, but the emphasis varies depending on the goals of the learner, the purpose of the portfolio, and the philosophy of the teacher, and institutional constraints.

Portfolios can be reviewed in an analytic or holistic fashion, that is piece by piece or as a whole. Practitioners need to consider whether individual items of work document outcomes or whether the total portfolio documents outcomes. Analytic and holistic scoring are terms used to highlight this distinction in reviewing. Analytic scoring refers to identifying individual elements which are important and determining their relative weight in the final score. Holistic scoring looks more broadly at the final product without explicitly scoring individual elements. However, it is possible that holistic scoring may weight certain elements against the whole without saying so up front. Neither is right or wrong; it's a question of how the teacher approaches assessment.