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The article presents the results of students’ reflection questionnaire which was the evaluation of portfolio- based learning at Mykolas Romeris University used in the course of Legal English. A reflection page as a structural element of a portfolio was implemented in students’ assessment of the covered material their feedback and evaluation of learning achievements as well as the methods applied in Legal English classes. The paper also describes the advantages of writing reflection pages and students’ attitude towards this kind of method. The conclusion is drawn that writing reflection pages gives students the opportunity to present their point of view to what they are doing, how they are learning and how they would like to learn. Students find it useful to write comprehensive reflection pages to evaluate their studies. The results of the study show that writing reflection pages in a learning portfolio helps students to register their learning progress and improve their legal English. [ABSTRACT FROM AUTHOR]

Focuses on an electronic portfolio, which is a combination of two dimensions such as Information and Communication Technology (ICT) and the portfolio approach. Information that a portfolio is simply a collection of materials by the learner; Comment that multimedia refers to the combination of text-, audio-, graphic- and video-based representation of information that is facilitated by ICT; Report that the electronic portfolio can be loaded onto a central and secure server to allow web access.

This article describes some of the key features of a small-scale qualitative evaluation of an electronic personal development portfolio for general practitioners (GPs) and the learning that resulted from the study.' Twenty-three GPs agreed to trial the port- folio but only eight actually used it and only five succeeded in mailing us their reports over a three-month period. In spite of the small numbers, the users were able to help us to assess the feasibility and added value of the portfolio for its purpose. Details are given of how the portfolio was used and the reports that resulted. All 23 GPs provided data in relation to the strengths and weaknesses of the portfolio and suggestions for its improvement, and gave us information about GP attitudes towards personal development planning, continuing professional development (CPD) processes employed, use of IT and the barriers to use of electronic versions of support tools. Some of the issues raised, such as understanding of clinical governance and critical incidents, are relevant to all health professionals, managers, educators and researchers, as well as to the producers of electronic portfolios. [ABSTRACT FROM AUTHOR]