This thesis is written as part of the master programme in ICT and Learning at Aalborg University, Aalborg, Denmark. The thesis looks at the question of how ICT mediated portfolio can support an assessment of the students learning processes. As the theoretical basis the author has used David A. Kolb, Donald Schön, Chris Argyris and John Cowan together with other selected literature within the research field of virtual portfolio and assessment. The empirical survey is based on two interviews. The first interview is with students at ICT and Learning who have followed the course: Analysis of USA-Case. This interview looks at whether the students felt that an ICT mediated portfolio could be used to support and/or evaluate learning. The other interview is with an educational consultant who has many years of experience with the use of portfolios as evaluation of the work of students. The didactical challenges working with ICT mediated portfolio were looked upon in this interview. In the analysis of these empirical surveys the author draws up a number of assumptions about the ICT mediated portfolio potential possibilities to support assessment of the students learning processes. It is argued that assessment of the students learning processes, which are based on an ICT mediated portfolio, is shaped by the perspective on learning, in which it is practiced. It is also argued that the teacher by using ICT mediated portfolios as an assessment of the students learning processes gain an insight into the student’s work, which can be used to improve the further work of the students. Additionally it is argued that the ICT mediated portfolio supports the students in processes of formulating objectives of learning. Finally it is argued that the ICT mediated portfolio provides the student with a basis for reflection on personal learning processes and learning outcomes.