As awarding bodies modernise their procedures and incorporate elements of e-assessment into their qualifications, e-portfolios are emerging as a popular method of allowing candidates to display their abilities. All major United Kingdom awarding bodies now accept evidence from eportfolio products for at least some of their qualifications. Although there is a substantial body of emerging literature looking at how e-portfolios can be used and the practical implications of increasing provision, issues of identity and privacy with widespread use of e-portfolio products are rather less well explored. This article highlights the two dominant paradigms of e-portfolios -e-portfolio as assessment and e-portfolio as story -before exploring the concept of identity, particularly in relation to authentication, within an e-portfolio. It also considers the concept of 'emplotment' as defined by Ricoeur as a means of making sense of the narrative identity created. The article examines the implications and issues for awarding bodies associated with personal identity, privacy and surveillance which are raised by the widespread use of e-portfolios. It goes on to suggest some areas for further investigation and exploration.

Figure 1. The Ripley model An evaluatory framework for CAA migration 233 and ensuring that the cultural shift between paper-based and computer-assisted assessment is supported-and above all that the confidence in assessment systems is retained. This paper looks at how existing systems of assessment and collections of items can be put online and how these can be evaluated to appreciate the difficulties and challenges that this transition presents. By acknowledging where compromises have been made and differences created, there is an awareness of the limitations of the technology. This can expose where validity risks are being compromised for the sake of the assessment format. This proposed framework also can be used as a means to prioritize developments and make explicit where the likely challenges in certain types of developments may be. Used in this manner, it can be an important tool for implementers of large-scale CAA developments to manage change from paper-based to on-screen delivery. Most UK developments are currently in the first or second stages of the transition process, looking at how they can adapt their current assessment practice to an onscreen delivery format. Although this might seem a little un-ambitious, especially when compared with the more radical online assessment methodologies being developed, it is a necessary evolutionary step to engender confidence in computer delivery without too much of a radical change in the assessment format. The Scottish Qualifications Authority is currently in the process of exploring the potential of CAA (McAlpine & Ware, 2003). It is anxious to avoid the fragmented approach that McKenna and Bull (2000) report has characterized the development of CAA in higher education in the UK and the resulting difficulty in achieving sustained systematic innovation across the education system. To that end it has actively sought partnership in its CAA activities with its stakeholders, and is involved in setting up the infrastructure which underpins CAA systems, and putting in place the processes of change which will ease the transition for all involved. We work in partnership with our centres and the rest of the Scottish Educational community and are keen that we are aware of what we are expecting of them through this time of innovation, and are doing all that we can to support them as they make this transition with us.

Computer assisted assessment is becoming more and more common through further and higher education. There is some debate about how easy it will be to migrate current assessment practice to a computer enhanced format and how items which are currently re-used for formative purposes may be adapted to be presented online. This paper proposes an evaluatory framework to assess and enhance the practicability of large-scale CAA migration for existing items and assessments. The framework can also be used as a tool for exposing compromises between delivery mechanism and validity–exposing the limits of validity of modified paper based assessments and highlighting the crucial areas for transformative assessments