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Alternative assessment is traditionally viewed as a method of evaluating students’ performance and as a formal testing method of gauging students’ performance. However, in the wake of the Covid-19 pandemic, alternative assessment has influenced the way students learn through collaborative peer learning. This exploratory case study design integrated e-portfolio and oral presentation as an alternative assessment in measuring students’ learning performance and concur that alternative assessment provides a pathway to learning through collaborative learning in writing. The sample comprised 25 students who were from a tertiary institution undertaking an English course. By creating an e-portfolio in Google classrooms, students uploaded their written evaluative commentary of the tasks and uploaded their video recording of their oral presentations, in addition to providing their reflection and feedback on their learning experience while undergoing the alternative assessment. The e-portfolio was employed as an alternative assessment in order to measure students’ writing skills by facilitating, compiling and archiving their work using an analytical rubric. The tasks were tailored to equip students with reasoning and critical thinking skills along with key toolkits in producing evaluative commentary and group oral presentation. The quantitative data in the form of students raw score and the qualitative data from students’ written reflection and feedback were thematically. The findings of the study revealed five themes (boost confidence, enhanced communication skills, encouraged collaborative learning and teamwork and novel learning experience) that support its role as an innovating learning tool among second language learners of English in enhancing their writing skills. Additionally, students were able to explore their learning by making connections and thinking critically through collaborative learning tasks. The study concludes that e-portfolio as an alternative assessment could potentially lead to deep learning when tasks are effectively integrated in multi-layers to promote learning. |
