Contextualized Transformative Framework for Implementing ePortfolio-based Assessment

Abstract

Abstract

Both the notion of Transformative learning and ePortfolios in education have gained increasing recognition and application in the latest decades. This article aims at exploring the contextualized transformative framework for implementing ePortfolio-based assessment. Therefore, it is initated with a review of previous studies on transformative learning and ePortfolio assessment. Then the research questions are proposed on the basis of motivations and challenges from literature review. Next a qualitative case study was employed to find out the implementing ePortfolio assessment procedures via instrument of classroom observation. Finally, a transformative framework for ePortfolio-based assessment was reported. This study implies theoretical justification of transformative learning theory into the field of ePortfolio assessment practices.