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The e-portfolio received a great deal of attention in the educational discourse and is associated with the individualisation of the learning process. Unlike traditional forms of examination, such as tests, exams or essays, assessment methods enable focusing on problem solving strategies and processes as well as a greater insight into the underlying skills of students. In the course of this method, a portfolio in general and an e-portfolio in particular can be valuable tools. The theoretical frame for the paper is provided by a systematic analysis of recent theories of motivation, namely SDTM and ARCS, which are combined to a single coherent approach. As a first empirical step, three examples of the use of e-portfolios from different educational sectors and different nations are briefly described. In a second step, students' educations were surveyed while having the opportunity to create and write their own e-portfolio in the context of the teacher training.
Klampfer et al. (2015) studied this question.