The availability of career assessment on the Internet has led to many potential benefits for the general public and for career service practitioners. However, many potential problems also exist in terms of the design and use of Internet-based resources and services. This article discusses the ethical issues which may impact the way in which individuals and counselors access and use assessments offered via the Internet. Recommendations are offered for improving the effectiveness of Internet-based career assessment, in terms of needs for research and development, training, standards development and revision, and stable funding for the development of quality assessments. It is hoped that practitioners, test developers, and policy makers will become more aware of the issues involved and what they can do to maximize the potential benefits and minimize the potential problems associated with Internet-based career assessment.

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The primary purpose of this study was to highlight similarities and differences among Internet-based career information delivery systems (CIDS) so that practitioners, system developers, policy makers, and researchers may make informed decisions concerning such sites. The specific Internet-based CIDS included in this analysis were: 1) e-Choices, 2) Career Information System-National site, 3) Embark.com-Education and Career Opportunities System (ECOS), 4) Georgia Career Information System, 5) Illinois Career Information System (Horizons), 6) Indiana Career and Postsecondary Advancement Center (ICPAC), and 7) Washington Occupational Information System (WOIS). For the purposes of this analysis, features included: 1) site content, 2) user friendly features, 3) support resources, and 4) access policy, while costs included license fees. The data presented in this analysis were gathered from on-line CIDS use, support materials provided on-line, and telephone interviews with the developers.

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O Student portfolio development is an area of interest and activity on many campuses. This article describes an 8year effort by leaders in student and academic affairs at a large research university to implement an e-portfolio. Initiated in response to a suggestion by the university president, the 5-year development process has led to the creation of a system now used by over 25,000 students. The e-portfolio program features activities that enable students to learn about and document nine general skills related to life/career development, which can then be shared with employers, faculty, and other referred users. This provides a framework for students to reflect upon and integrate their full learning experiences. Outcomes of an evaluation process are briefly described, followed by a review of e-portfolio program accomplishments, ongoing work, and future possibilities.