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Lopes, J. C., & Stará, J. (2022). Reflective Portfolios as decolonial pedagogical practices. Educar Em Revista, 38, e85774. https://doi.org/10.1590/1984-0411.85774

Lallmamode, S. P., Daud, N. M., & Kassim, N. L. A. (2016). Development and initial argument-based validation of a scoring rubric used in the assessment of L2 writing electronic portfolios. Innovation in Rubric Use: Exploring Different Dimensions, 30, 44–62. http://ac.els-cdn.com/S1075293516300186/1-s2.0-S1075293516300186-main.pdf?_tid=dc8aa94e-9bb3-11e6-bd16-00000aab0f27&acdnat=1477510928_4c8ab94a2bb7ba123dad917df32f3477

Kelly-Riley, D., Elliot, N., & Rudniy, A. (2016). An Empirical Framework for ePortfolio Assessment. International Journal of EPortfolio, 6(2), 95–116. http://www.theijep.com/pdf/IJEP224.pdf

O’Brien, C. L., Sanguino, S. M., Thomas, J. X., & Green, M. M. (2016). Feasibility and Outcomes of Implementing a Portfolio Assessment System Alongside a Traditional Grading System: Academic Medicine, 91(11), 1554–1560. https://doi.org/10.1097/ACM.0000000000001168

Chertoff, J., Wright, A., Novak, M., Fantone, J., Fleming, A., Ahmed, T., Green, M. M., Kalet, A., Linsenmeyer, M., Jacobs, J., Dokter, C., & Zaidi, Z. (2016). Status of portfolios in undergraduate medical education in the LCME accredited US medical school. Medical Teacher, 38(9), 886–896. https://doi.org/10.1111/bjet.12316

Benander, R., Robles, R., Brawn, D., & Refaei, B. (2016). Assessment without Standardization: Can General Education Competencies be Assessed from ePortfolios across the University? Journal for Research and Practice in College Teaching, 1(1), 1–10. https://journals.uc.edu/index.php/jrpct/article/view/618

Hardin, J., & Wright, V. (2017). E-Portfolio Assessment: A Mixed Methods Study of an Instructional Leadership Program’s Assessment System. Research in the Schools, 24(1), 63–79. http://www.msera.org/publications-rits.html

Marshall, M., Bartlett, L., Duffy, A., & Powell, S. (2017). ePortfolio Assessment as Faculty Development: Gathering Reliable Data and Increasing Faculty Confidence. International Journal of EPortfolio, 7(2), 187–215. http://theijep.com/pdf/IJEP267.pdf

Bacon, R., Kellett, J., Dart, J., Knight-Agarwal, C., Mete, R., Ash, S., & Palermo, C. (2018). A Consensus Model: Shifting assessment practices in dietetics tertiary education: Consensus Model. Nutrition & Dietetics, 2018, 1–13. https://doi.org/10.1111/1747-0080.12415

Buchholtz, N. F., Krosanke, N., Orschulik, A. B., & Vorhölter, K. (2018). Combining and integrating formative and summative assessment in mathematics teacher education. ZDM, 50(4), 715–728. https://doi.org/10.1007/s11858-018-0948-y

Mayowski, C. A. (2018). Electronic Portfolios for Accreditation? A Follow-Up. Assessment Update, 30(4), 4–13. https://doi.org/10.1002/au.30139

Mu, E., Wormer, S., Barkon, B., Foizey, R., & Vehec, M. (2012). Group Modelling and Integration of Multiple Perspectives in the Functional Selection of a New Technology: The Case of a Next-generation Electronic Portfolio System. Journal of Multi-Criteria Decision Analysis, 19(1–2), 15–31. https://doi.org/10.1002/mcda.467

Sensuse, D. I., Purwandari, B., & Rahayu, P. (2018). Defining e-Portofolio Factor for Competency Certification using Fuzzy Delphi Method. Turkish Online Journal of Educational Technology, 17(2), 25–33. http://www.tojet.net/articles/v17i2/1723.pdf

Imafuku, R., Kataoka, R., Ogura, H., Suzuki, H., Enokida, M., & Osakabe, K. (2018). What did first-year students experience during their interprofessional education? A qualitative analysis of e-portfolios. Journal of Interprofessional Care, 32(3), 358–366. https://doi.org/10.1080/13561820.2018.1427051

Santonja-Medina, F., García-Sanz, M. P., Santonja-Renedo, S., & García-Estañ, J. (2018). Mismatch between student and tutor evaluation of training needs: a study of traumatology rotations. BMC Research Notes, 11(1). https://doi.org/10.1186/s13104-018-3925-1

Poole, P., Brown, M., McNamara, G., O’Hara, J., O’Brien, S., & Burns, D. (2018). Challenges and supports towards the integration of ePortfolios in education. Lessons to be learned from Ireland. Heliyon, 4(11). https://doi.org/10.1016/j.heliyon.2018.e00899

Pitts, W., & Lehner-Quam, A. (2019). Engaging the Framework for Information Literacy for Higher Education as a Lens for Assessment in an ePortfolio Social Pedagogy Ecosystem for Science Teacher Education. International Journal of EPortfolio, 9(1), 29–44. http://theijep.com/pdf/IJEP320.pdf

Kelly, D., & Hancock, S. (2018). Alberta School Principals’ Use of Professional Portfolios in Teacher Hiring. Canadian Journal of Education, 41(4), 1051–1078. http://journals.sfu.ca/cje/index.php/cje-rce/article/view/3424

Paulson, E. N., & Campbell, N. (2018). Collective Approaches to ePortfolio Adoption: Barriers and Opportunities in a Large Canadian University. Canadian Journal for the Scholarship of Teaching and Learning, 9(3), 1–21. https://doi.org/10.5206/cjsotl-rcacea.2018.3.4

Colás-Bravo, P., Magnoler, P., & Conde-Jiménez, J. (2018). Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio. Sustainability, 10(10), 3700. https://doi.org/10.3390/su10103700