The need for the school unit to gain a greater degree of autonomy in order to innovate and become an essential body in the exercise of educational policy is increasingly being recognized lately. School autonomy is related to various aspects of school life, one of which concerns the ways in which students are assessed. New trends in the field of assessment dictate the assessment of students' real abilities in performing various authentic, as much as possible, activities, in order to promote learning through continuous motivation. Increasingly, various forms of alternative or authentic evaluation are being promoted as effective, one of which is student portfolios. This article aims to capture the possibilities and the effectiveness of portfolio in the evaluation of Senior High School students, to highlight the limits and the problems set by the educational system itself, but also to suggest ways for its more pedagogically effective utilization, based on the experience and teachers’ views of Senior High School.