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 paperbased
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.