Tomorrow's Professor has a great article on e-portfolios and their usefulness in student learning.
The practices associated with e-portfolio-e.g., designing "authentic" assignments, using engaging and active pedagogy, periodic self-, peer- and teacher-formative assessments, and requiring students to reflect on their learning-help to move both professors and students into a teacher/learner relationship where "guiding" really works. Emphasis shifts from delivering content toward coaching and motivating students as they try to solve problems that are of genuine interest to disciplines, professions, or communities.
Self-reflective learning is something that has been talked about a lot at Luther, but little progress has been made in the implementation of e-portfolios. That's not to say that self-reflective learning doesn't happen. In fact, I think a lot of times the candidacy process for M.Div. students can facilitate this type of learning. In my experience as a candidate for ordained ministry, being forced to integrate my learning into a candidacy endorsement or approval essay was quite helpful. In addition, looking back at entrance essays from before seminary has helped me see the learning that took place over my time as a student at Luther.
This is far from a universal practice, however. MA, MTh and DMin students do not have the same requirements, and I'm willing to bet that many MDiv students do not take the same time to reflect on past candidacy essays. E-portfolios could be a very useful way to assess learning both from individual student perspectives and for faculty advisers.