Portfolios as evidence of reflective practice: what remains ‘untold’

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Theorising a model for teaching and assessing reflective learning in higher education (2013, background): “There is also evidence to suggest that reflective writing by higher education cohorts tends to be superficial unless it is approached in a consistent and systematic way (Orland-Barak, 2005 ).”
Analysis of the technology acceptance model in examining students' behavioural intention to use an e-portfolio system (2011, background): “…of the expected gains of supporting a variety of student achievements, both as showcases of student work, for peer and self-reflection, as well as providing a means for a more authentic form of learning assessment (Kong, Shroff & Hung, 2009; Orland-Barak, 2005; Pelliccione & Raison, 2009).”
Improving reflective writing in higher education: a social semiotic perspective (2011, background): “There is also evidence to suggest that reflective writing by higher-education cohorts tends to be superficial unless it is approached in a consistent and systematic way (Orland-Barak 2005 ).”