E-Portfolios as a Technology-Enabled Assessment: Surviving or Accommodating Covid-19

Ricky C K Lam*, Marcus Lau, Joanna Wong

*Corresponding author for this work

Research output: Chapter in book/report/conference proceedingChapterpeer-review

Abstract

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.
Original languageEnglish
Title of host publicationTechnology-Enhanced Language Teaching and Learning
Subtitle of host publicationLessons from the Covid-19 Pandemic
EditorsKarim Sadeghi, Michael Thomas, Farah Ghaderi
Place of PublicationLondon
PublisherBloomsbury Publishing
Chapter13
Edition1st
ISBN (Electronic)9781350271029, 9781350271036
ISBN (Print)9781350271012
Publication statusPublished - 23 Mar 2023

Publication series

NameAdvances in Digital Language Learning and Teaching

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