The Educational Review, USA

ISSN Print: 2575-7938 Downloads: 238578 Total View: 3349573
Frequency: monthly ISSN Online: 2575-7946 CODEN: TERUBB

Comparison of Physical Portfolio and E-portfolio for Language Assessment

Xue Yin*, Ning Lv

Qingdao City University, Qingdao, Shandong, China.

*Corresponding author: Xue Yin

Published: March 7,2024


Language assessment has been developing as technology develops in modern times, which provides teachers with increasingly new techniques to assess students’ learning results. However, not all students would accept new ways of assessments. A comparison between traditional assessments and new assessments is needed for both teachers and students. In this article, the author chose two similar assessments, a physical portfolio and an e-portfolio to make the comparison in case to provide the advantages for language learners to choose the best way suit to them. The traditional physical portfolio is what students write and collect as their learning material. An e-portfolio is what students can record and update online, therefore, an e-portfolio can promote reflection and growth by catching students’ progress. It is easier to edit and save. Through the comparison, the author found that e-portfolio has more advantages. However, language learners can choose the better assessment among physical portfolio and e-portfolio according to their personal situation.


Afrianto. (2017). Challenges of Using Portfolio Assessment as an Alternative Assessment Method for Teaching English in Indonesian Schools. International Journal of Educational Best Practices (IJEBP), 1(2), 91-114.

Alam, J., Aktar, T. (2019). Assessment Challenges & Impact of Formative-portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course. English Language Teaching, 12(7), 161-172.

Bhattacharya, M., Hartnett, M. (2007). E-portfolio Assessment in Higher Education. 

Brown, H. D., Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education.

Cummins, P. W., Davesne, C. (2009). Using Electronic Portfolios for Second Language Assessment. The Modern Language Journal, 93, 848-867. 

Erice, D., Ertas, A. (2011). The Impact of E-portfolio on Foreign Language Writing Skills. Journal of Faculty of Educational Sciences, 44(2), 73-94.

Sidebotham, M., Baird, K., Walters, C., & Gamble, J. (2018). Preparing student midwives for professional practice: Evaluation of a student e-portfolio assessment item. Nurse Education in Practice, 32, 84-89.

Slepcevic-Zach, P., Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19 (3).

Walland, E., Shaw, S. (2022). E-portfolios in teaching, learning and assessment: tensions in theory and praxis. Technology, Pedagogy and Education, 31(3).

Yang, M., Wang, T., &Lim, C. P. (2023). E-portfolios as Digital Assessment Tools in Higher Education. Learning, Design, and Technology, 2213-2235.

Yastibas, A. E., Yastibas, G. C. (2015). The Use of E-portfolio-based Assessment to Develop Students’ Self-Regulated Learning in English Language Teaching. Procedia - Social and Behavioral Sciences, 176, 3-13.

How to cite this paper

Comparison of Physical Portfolio and E-portfolio for Language Assessment

How to cite this paper: Xue Yin, Ning Lv. (2024). Comparison of Physical Portfolio and E-portfolio for Language Assessment.The Educational Review, USA8(1), 177-180.