This document discusses the use of e-portfolios for language learning assessment. It includes quotes from experts on the need to focus more on assessing learning wherever it occurs, and the benefits of transforming assessment practices. The document also discusses challenges and advantages of using e-portfolios for assessment, including the need for student ownership. Examples are provided of how e-portfolios have been implemented for French language learning modules, including for virtual exchanges and job interview simulations. Positive student feedback is shared on the skills and reflection supported by e-portfolio assessment.

1. Assessed e-portfolio
for language learning
Teresa MacKinnon & Claude Trégoat

2. https://tinyurl.com/yyyzfuoo

3. “I predict that universities of the future will be less
concerned about content delivery, since students can
access diverse information ubiquitously, and will focus
more closely on the recognition and accreditation of
learning, wherever that might have taken place (in the
workplace, in different national contexts and using open
source materials). This means that we need to
concentrate more strongly on supporting student
engagement with learning, and I argue that the
strongest locus of this is through improving
assessment.”
Sally Brown is Emeritus Professor at Leeds Metropolitan University where she was Pro-Vice-
Chancellor (Academic), Adjunct professor at the University of the Sunshine Coast, Queensland
and Visiting Professor at the University of Plymouth. @ProfSallyBrown

4. “Engaging in a process of transformation in
assessment can have a positive impact upon
student learning, as well as on student
satisfaction. It can help ensure that staff and
students have a greater understanding of, and
confidence in, academic standards, making it a
necessary focus for any stakeholders concerned
with furthering or ascertaining learning.”
HEA symposium: Transforming assessment in HE, 2017 Call for papers.

5. Threshold concepts
Critical alignment
“When e-portfolios form part of an assessment framework, there are advantages
and disadvantages for practitioners. On the one hand, digital portfolios offer
more efficient working practices, enabling marking and verification to take place
incrementally. However, the diversity of evidence contained in portfolios can
make them harder and more time consuming to assess
For successful implementation, the purpose/s behind the use of the e-portfolios
must be aligned to the particular context.”
The role of ownership
“The e-portfolio processes and outcomes need to be owned by the student. This
view leads to considering portability & choice of tool”
“E-portfolios are disruptive from a pedagogic, technological and an institutional
perspective because they tend not to fit exactly within existing systems.”

6. A domain of your own
• Giving student agency over how digital space is used
• Just in time support, face to face drop-ins
• Personal narrative for a specific audience - similar to
CV writing

7. e-portfolio
Clavier
Virtual
Exchange
Interview
simulation
Future
devts
French for
Enterprise
Erasmus
Plus
Virtual
Exchange
Open
badges
The case of French

8. e-portfolio
Clavier Virtual Exchange
- Collaborative tasks &
tools
- Authentic communication
- Learner agency
- Community
- Resilience
- ReflectionInterview
simulation
Future
devts
French for
Enterprise
Erasmus
Plus
Virtual
Exchange
Open
badges
The case of French
Back

9. e-portfolio
Clavier
Virtual
ExchangeInterview simulation
- Applying for a job/a
trainneeship
- Practising job
interview
- Intercultural
awareness
- Reflection
- Empathy
- Giving constructive
feedback Future
devts
French for
Enterprise
Erasmus
Plus
Virtual
Exchange
Open
badges
The case of French
Back

10. e-portfolio
Clavier
Virtual
Exchange
Interview
simulation
Future
devts
French for Enterprise module
- Project management
- Assessed business plan
- Reflection
- Ownership
Erasmus
Plus
Virtual
Exchange
Open
badges
The case of French

11. e-portfolio
Clavier
Virtual
Exchange
Interview
simulation
Future
devts
French for
Enterprise
Erasmus
Plus
Virtual
Exchange
Open
badges
The case of French

12. “Renewable assessments”
David Wiley: meaningful, real world tasks
Students as creators of Outputs:
Dilly Fung: The connected curriculum
Stresses the value for students of learning to
produce ‘outputs’ – assessments directed at an
audience.

13. Student feedback
“Summing up, my journey started modestly with a feeling of stagnation but
accelerated in the second term with the EWC as a catalyst. Innovative
ways of studying (e.g. the articles) and learning general vocabulary
proved particularly useful for speaking, but also writing. I noticed my
journey’s success in the portfolio’s last section, when speaking confidently
and writing texts without vocabulary sheets.
This motivates me to continue speaking and to extend especially my
professional vocabulary in the future in order to apply for Masters in
France.”
Student of French level 5 on a Economics degree
“Language learning for me is about trial and error, being able to self-
assess, coming up with new ideas, and finding out what works best. For
me this means trying to keep learning engaging, and finding things that I
am interested in and enjoy.”
Student of French level 5 on a Psychology degree

14. Student feedback
“Learning a language is very different to learning maths, and I feel like by
doing so I gained many transferable skills (for example, presenting work
and participating in formal discussions), which will help me in the future.
Making this portfolio has allowed me to look at and reflect on all the things
I've done over this year. I realised that some things that I didn't think were
important at the time ended up being turning points in my learning journey,
and it is nice to have a place that captures all of them.”
Student of Russian level 5 on a Maths degree

15. What are the next steps?
• Institutional support, nudge for others
• Time for development and
implementation.
• Scale or scope?

16. References
Advance HE. Using e-portfolio as a reflective assessment tool. Available from
https://www.heacademy.ac.uk/knowledge-hub/using-e-portfolio-reflective-assessment-tool
AULC-UCML. Survey of Institution-Wide Language Provision in universities in the UK 2017-18. Available from
http://www.aulc.org/wp-content/uploads/2018/04/AULC_UCML_2017-2018.pdf
Donaldson, L. (e-book). Eportfolio based assessment. Available from
https://read.bookcreator.com/czHiWg1mbURBt6XGEriXdgYJEr62/j09MDQqZTXGthHfmyzsU0Q
Fung, D. (2017). A connected curriculum for Higher Education. https://doi.org/10.14324/111.9781911576358
Jisc. (2008). Effective Practice with e-portfolios. Available from
https://www.webarchive.org.uk/wayback/archive/20140614113958/http://www.jisc.ac.uk/whatwedo/programmes/elearn
ing/eportfolios/effectivepracticeeportfolios.aspx
Seely Brown, John. http://www.johnseelybrown.com/el.pdf
Wiley, D. (2016). Blog post: Toward renewable assessments. https://opencontent.org/blog/archives/4691