International Journal of New Developments in Education, 2022, 4(14); doi: 10.25236/IJNDE.2022.041402.
Li Yan1,2, Charanjit Kaur Swaran Singh2
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
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.
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