Technical, methodological or psychological preparation: a case study of using electronic portfolio assessment in initial teacher education in Hong Kong

Abstract

A major challenge for language teacher educators working in the area of language awareness is to develop pedagogical and assessment approaches that will go beyond merely enhancing L2 teachers’ subjectmatter knowledge by enabling them to make the bridge between the declarative and procedural dimensions of teacher language awareness. In this paper, we discuss on‐going efforts at the University of Hong Kong to design assessment tasks for the language awareness course entitled ‘Pedagogical Content Knowledge’. The final‐year student‐teachers taking the course are required to compile an electronic portfolio based on their reflections on the relevance and applicability of the issues relating to dealing with the content of learning in pedagogical practice discussed in the course. As Lynch and Purnawarman (2004:50) point out, ‘a solid electronic portfolio can show reflection, evolution of thought and overall professional development’. Research shows that electronic portfolio assessment can successfully engage learners in critical thinking and problem solving, promote lifelong education, encourage self evaluation and allow learners to have a higher degree of control over the learning process (Pierson and Kumari, 2000; Mason, Pegler, and Weller, 2004). Given the value of electronic portfolios, growing interest has been seen in using electronic portfolio assessment to support teacher education (Lynch and Purnawarman, 2004). The paper sets out to describe and analyze issues relating to the design and implementation of the assessment, focusing specifically on the challenges the research team faces. The case study shows that apart from technical support, psychological and methodological preparations are also needed to help students to perform effectively in the computer‐supported assessment. In our paper, we will be drawing on a range of data, including excerpts from students’ electronic portfolios and their feedback on the assessment to critically evaluate the extent to which the assessment has succeeded in achieving the intended learning outcomes. Implications are drawn for those who plan to conduct electronic portfolio assessment in higher education.