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This basic viewpoint was explained subsequently, where the respondents were gotten some information about their appraisal. The booking to ePortfolios as devices of evaluations, then, at that point, was portrayed thusly: "The ePortfolio assists us with acquiring an understanding into the understudy's interaction, however it can't remain solitary. You need to append 'words' to the portfolio, for example through discussion with the understudy on the various pieces of the portfolio." 

 

Subsequently, the basic point of view isn't so much aimed at the ePortfolio as instrument of appraisal as such, however how this device is utilized. What's more, the respondent focuses to a focal reflection – that we can't see the ePortfolio as a target representation of a (learning) measure, rather, we should comprehend it as one more method of getting understanding into inventive and intelligent cycles, that has its solidarity in opening for alternate points of view and exchanges with the maker of the portfolio. 

 

The respondents that gave dominatingly sure assessments of ePortfolios as instruments of evaluation highlighted the possibilities of improved straightforwardness for the two instructors and understudies in the learning measures: "When an understudy ponders her work [as she does in an ePortfolio], the learning measures are supported", "It is a decent way of looking somewhat more profound into the understudy's musings".

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