During the pandemic, e-learning has become a new normal. Despite extensive research into e-learning, not much has been done to understand how e-assessment influences second language teaching and learning. Hence, we aim to explore the extent to which electronic portfolios, also known as e-Portfolios, may become an up-and-coming model of e-assessment in Hong Kong schools. In this chapter, e-Portfolios refer to a digital dossier used by students to compile learning evidence reflectively and by teachers as a pedagogical approach for instruction and evaluation. We first present a tripartite framework comprising socio-constructivism, assessment for learning, and assessment as learning. We then discuss the attributes, systems, types, benefits, and limitations of e-Portfolio assessment. Afterwards, we depict two classroom vignettes regarding how two secondary-level teachers tried out e-Portfolio assessment, and evaluate whether their applications have survived or accommodated incessant class suspension. Lastly, we reflect on the post-pandemic lessons learnt from the vignettes.
|Title of host publication||Technology-Enhanced Language Teaching and Learning|
|Subtitle of host publication||Lessons from the Covid-19 Pandemic|
|Editors||Karim Sadeghi, Michael Thomas, Farah Ghaderi |
|Place of Publication||London |
|ISBN (Electronic)||9781350271029, 9781350271036|
|Publication status||Published - 23 Mar 2023|
|Name||Advances in Digital Language Learning and Teaching|