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Authentic Online Language Assessment: ePortfolio Development Process Underpinned by Ecological Constructivism

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Bibliographic Details
Title: Authentic Online Language Assessment: ePortfolio Development Process Underpinned by Ecological Constructivism
Language: English
Authors: Rita Zuba Prokopetz
Source: Educational Linguistics. 2026.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/series/5894
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Reports - Evaluative
Descriptors: Portfolio Assessment, Evaluation Methods, Electronic Learning, English (Second Language), Second Language Learning, Capstone Experiences, Performance Based Assessment, Student Evaluation, Constructivism (Learning)
DOI: 10.1007/978-3-032-08518-4_8
Abstract: As digital transformation pedagogy, electronic portfolio (ePortfolio) projects embody experiential assessment practices that are fair, inclusive, and authentic. These projects, a substrate for knowledge acquisition, knowledge production, and knowledge mobilization, become a driving force toward task completion and subsequent mastery of language skills. Learning mediated by ePortfolio technology espouses cognition (my thinking), affect (my feeling), and conation (my doing)--domains that undergird self-regulation in technology-mediated language learning environments. Empirical evidence of intermediate-level learners of English as a second language (ESL) and their capstone ePortfolio projects over five semesters show that students engage in meaningful learning and reflection once cognition, affect, and conation work in tandem. Throughout the ePortfolio development process, students relied on a mutual interaction of systems to articulate--in speech and writing--how they performed certain tasks as well as to explicate why they had completed them in a certain way--an ecological approach to constructivism. These experiences of ESL learners may help inform the field of technology-mediated language learning, teaching, and assessment; contribute toward a better understanding of ePortfolio pedagogy; and stimulate discussions on contemporary theories of learning that align with an authentic form of assessment in blended and online language learning spaces. [For the complete volume, "Constructivist Approaches to Online Language Assessment: Theory-Informed Practice. Educational Linguistics. Volume 69," see ED679483.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679485
Database: ERIC
Description
Abstract:As digital transformation pedagogy, electronic portfolio (ePortfolio) projects embody experiential assessment practices that are fair, inclusive, and authentic. These projects, a substrate for knowledge acquisition, knowledge production, and knowledge mobilization, become a driving force toward task completion and subsequent mastery of language skills. Learning mediated by ePortfolio technology espouses cognition (my thinking), affect (my feeling), and conation (my doing)--domains that undergird self-regulation in technology-mediated language learning environments. Empirical evidence of intermediate-level learners of English as a second language (ESL) and their capstone ePortfolio projects over five semesters show that students engage in meaningful learning and reflection once cognition, affect, and conation work in tandem. Throughout the ePortfolio development process, students relied on a mutual interaction of systems to articulate--in speech and writing--how they performed certain tasks as well as to explicate why they had completed them in a certain way--an ecological approach to constructivism. These experiences of ESL learners may help inform the field of technology-mediated language learning, teaching, and assessment; contribute toward a better understanding of ePortfolio pedagogy; and stimulate discussions on contemporary theories of learning that align with an authentic form of assessment in blended and online language learning spaces. [For the complete volume, "Constructivist Approaches to Online Language Assessment: Theory-Informed Practice. Educational Linguistics. Volume 69," see ED679483.]
DOI:10.1007/978-3-032-08518-4_8