Portfolios are widely used in New Zealand for documenting children’s learning; there is now an increasing move to online ePortfolios. This article presents findings from a doctoral study which investigated the impact of the introduction of ePortfolios in an early childhood education setting where traditional paper-based portfolios were previously used as the formative assessment tool for children’s learning. The findings demonstrate that a significant benefit of the ePortfolio system used in this study was the ways in which they could support children to revisit their learning and become involved in their own formative assessment. This is described as recalling, reconnecting and restarting. Through participating in these processes, children become active contributors to their own learning journeys which is a significant factor of formative assessment.
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