There has been a move toward personalized learning and alternative types of authentic assessment in K-12 education. This shift toward personalized learning and authentic assessment has been partly driven by increases in the available technology that can support those types of changes. This dissertation is a basic qualitative study aimed at understanding the experience of learners in a first-year physics class working with an ePortfolio as the primary method of assessment for that class. The school in which this research took place fully implemented a 1:1 program and has been piloting personalized learning strategies for the past five years. The use of ePortfolios in some physics classes was part of those initiatives. The data used in this study were taken from written responses to reflective prompts in ePortfolios and a series of individual semi-structured interviews. Data were analyzed using a lens of self-efficacy and self-regulation. Results suggest that student experiences with ePortfolios include aspects of the development of academic self-efficacy and self-regulation along with self-reported reduction in academic stress. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]