The context of a knowledge society, where being information

literate is critical, the ePortfolio can provide an opportunity to

support one's ability to collect, organise, interpret and reflect on
his/her learning and practice. It is also a tool for continuing
professional development, encouraging individuals to take
responsibility for and demonstrate the results of their own
learning. Furthermore, a portfolio can serve as a tool for
knowledge management, and is used as such by some
institutions. The ePortfolio provides a link between individual and
organisational learning. the student portfolio is quickly becoming
recognised as an important means of documenting and
evaluating achievements and improvements in student learning.
Technology has magnified this role to enable departmental,
programmatic, and campus-wide assessment of student learning
to occur. Concurrently, use of electronic portfolios in documenting
proficiencies is becoming increasingly common in applications for
graduate school and for certain kinds of professional employment
Students generally use e-portfolios to collect their work, reflect
upon strengths and weaknesses, and strive to improve. Equally
beneficial are the data that faculty, departments, and
institutions derive when they assess the work in portfolios, reflect
upon it in curricular contexts, and use the data and reflections to
plan for improvement. E-portfolios provide a rich resource for both
students and faculty to learn about achievement of important
outcomes over time, make connections among disparate parts of
the curriculum, gain insights leading to improvement, and
develop identities as learners or as facilitators of learning. Good
e-portfolio practice always includes the processes included within
the broad concept of metacognitionhaving students reflect on
their work and think about their progress in learning.