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Conclusion
Assessment remains a problematic issue: many universities who are deeply engaged in this work are nevertheless reluctant to share the assessment function with employers – often claiming that employers are equally reluctant to be involved. However, when assessment involves diverse evidence gathered primarily or solely from the workplace, it makes more sense for the employer to be a partner in assessing the value of what has been learned. In these instances, it also makes sense for the evidence of learning to be presented by the learner in his or her own terms – and an e-portfolio tool supports such presentation and makes it available to a distributed audience. Assessment practices are always slower to change than teaching and learning practices but the project team predicts that online presentation of diverse evidence using e-portfolio tools to a distributed audience including employers will gain ground as the technologies become better embedded within the sector. Nevertheless, while the agenda is inevitably incomplete and the political and economic landscape changing, a range of resources has been generated which will enable institutions to approach this often challenging area with some confidence.
    

Reference
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