Welcome to Francis Academic Press

International Journal of New Developments in Education, 2022, 4(14); doi: 10.25236/IJNDE.2022.041402.

E-Portfolio-Based Assessment Review and Responsiveness to Instructional Design: An EFL Case Study


Li Yan1,2, Charanjit Kaur Swaran Singh2

Corresponding Author:
Charanjit Kaur Swaran Singh

1College of Foreign Languages, Baoji University of Arts and Sciences, Baoji, Shaanxi, 721000, China

2Faculty of Languages and Communication, Sultan Idris Education University, Tanjung Malim,35900, Malaysia


Chinese officials and educators are struggling with reform in educational evaluation and assessment in addition to the traditional assessment methods for several decades, such as the formative assessment, alternative assessment and authentic assessment. This study aims to design an instructional plan embedded with e-portfolio assessment for learning English writing through comprehending EFL learners’ experience and perceptions to e-portfolios. The mixed research design is employed with data sources of classroom observations and semi-structured focus group interviews, as well as a survey questionnaire. The findings show that internal and external factors affect students’ continually using e-portfolios in their English learning. Additionally, e-portfolio learning to assessment-initiated instructional design benefit in minimizing the gap, modifying instruction and promoting learning achievements. Furthermore, it will imply great insights to assessment for learning and instructional modifications.


e-portfolios, assessment, feedback, self-reflection, peer-assessment, instruction

Cite This Paper

Li Yan, Charanjit Kaur Swaran Singh. E-Portfolio-Based Assessment Review and Responsiveness to Instructional Design: An EFL Case Study. International Journal of New Developments in Education (2022) Vol. 4, Issue 14: 5-10. https://doi.org/10.25236/IJNDE.2022.041402.


[1] Dahlstrom, Eden, D. Christopher Brooks, Susan Grajek, and Jamie Reeves. (2015). ECAR Study of Faculty and Information Technology. Research Report. Louisville, CO: ECAR.

[2] Busteed, Brandon. (2015). America’s ‘No Confidence’ Vote on College Grads’ Work Readiness. Gallup Opinion. April 24.

[3] Williams, Terri. (2016). Recent Survey Reveals Only 21% of Parents Fell Cost College Is Justified. Good Call. March 21.

[4] Stansbury, Meris. (2016). Should Institutions Have Better Employer Leadership? E Campus news. March 11.

[5] Cresswell, A. M., & Pardo, T. A. (2009). From “need to know” to “need to share”: Tangled problems, information boundaries, and the building of public sector knowledge networks. Public administration review, 69(3), 392-402.

[6] Cachia, M., Lynam, S., Stock, R., Fern Pollak, L., Usher, L., & Hunt, F. (2017). What do university students understand by academic success? What factors contribute to its attainment?

[7] Asikainen, H., Parpala, A., Virtanen, V., & Lindblom-Ylänne, S. (2013). The relationship between student learning process, study success and the nature of assessment: A qualitative study. Studies in Educational Evaluation, 39(4), 211-217.

[8] Mirhadizadeh, N. (2016). Internal and external factors in language learning. International Journal of Modern Language Teaching and Learning, 1(5), 188-196.

[9] Irzik, G. (2001). Back to basics: A philosophical critique of constructivism. Studies in Philosophy and Education, 20(2), 157-175.

[10] Kimball, W. (2005). Dangerously contagious? The Anglo-American special relationship. The British Journal of Politics and International Relations, 7(3), 437-441.

[11] Goldsmith, J. (2007). Who controls the Internet? Illusions of a borderless world. Strategic Direction.

[12] Zubizarreta, John. (2004). The Learning Portfolio: Reflective Practice for Improving Student Learning. San Francisco: Jossey-Bass 

[13] Sellami, H.M (2015). What is Web 2.0 Competences and Why are They Important? A Proposal to Enrich e Portfolio Standards. European Journal of Open, Distance and E-learning. EURODL, 18(1). Supporting Personal Development and Reflective Learning. London: Routledge.

[14] Rogers, C. (2001). Reflection in Higher Education: A Concept Analysis. Innovative Higher Education, 26(1), 37-57. 

[15] Tromp, F., Vernooij-Dassen, M., Grol, R., Kramer, A., & Bottema, B. (2012). Assessment of CanMEDS roles in postgraduate training: the validation of the Compass. Patient education and counseling, 89(1), 199-204.

[16] Black, P., and D. Wiliam. (2018). Classroom Assessment and Pedagogy. Assessment in Education: Principles, Policy & Practice 25 (6): 551–575.