This article focuses on the ways in which portfolios can be employed as an assessment tool in order to render the translation classroom more learned-centered. The proper use of portfolios, the author argues, can contribute to the preparation of translators who are skilled, intuitive, and self-reflective by encouraging critical thinking and enhancing process-oriented learning. Further, they not only teach translators-in-training to assess their own work, but also prepare them to present their work in a professional manner to future employers. Johnson discusses two types of portfolio: the course portfolio, presented as a final project in a single course, and the professional portfolio, prepared as an exit project at the end of a course of study.