Portfolio can show us an evidence of students learning during a semester or year for a discipline. It is a complex evaluation tool. It represents an alternative to standardized tests, leading to the emission of a value judgment based on a set of results, reflecting the complexity of the development of the person who prepares it. The comparing study was done between three types of portfolios applied in the evaluation of students from second and third year, students from Department for Teacher Training (DPPD) from USAMV Cluj-Napoca. First type is the portfolio of development, elaborated by groups of students (four students by each group) and used as a portfolio of progress for the discipline Didactics of Chemistry. Second type is an individually portfolio; it is used for students' assessment at the Teaching Practice. Third type is an e-Portfolio use for assessment of students' knowledge for the discipline Computer-aided Instruction. This paper has focused on systematic evaluation of influence which achievement of portfolios can generate in training of future teachers. There was determined a tendency to minimize the role of portfolios in this training, although from the point of view of the learner it is a complex activity. Teachers, who used portfolios like a variant of assessment, generally agreed that it was a holistic qualitative evaluation method, which involves students in educational activities. Majority of students considered that portfolios were an interesting experience; they had an active role which made them to know better their possibilities to study and learn.