Final reflection

Reflecting on my complete e-portfolio, I can see how much my understanding of teaching and assessment has changed during this course.

At the beginning, I focused mostly on the practical aspects of assessment. I thought about choosing the right tools, giving clear instructions, and grading fairly. But as I moved through the readings, discussions, and portfolio entries, I began to see assessment as something more complex. It is not just about measuring learning. It is about creating meaning, building relationships, and making students feel seen.

One of the most important shifts in my thinking came from understanding how digital learning environments shape student experiences. These spaces are not neutral. They influence how students express themselves, how they connect to content, and how they perceive success or struggle. Timmis et al. (2016) point out that “digital technologies have brought with them new modes of meaning-making, requiring new approaches to assessment that reflect these changes” (p. 455). This challenged me to rethink how I design assessments. What works in a face-to-face classroom may not transfer directly to digital spaces. Instead, assessments must reflect the multiple literacies and lived realities students bring into online learning.

The topic of academic integrity, especially in relation to artificial intelligence, also shifted my thinking. At first, I focused on technical solutions for preventing cheating. But I started to realize that dishonesty can often be a symptom of disconnection or a lack of purpose in the learning task. Cotton, Cotton, and Shipway (2023) suggest that teachers should “design assessments that are meaningful, authentic, and resilient to cheating through AI” (para. 3). That helped me see the importance of designing tasks that invite engagement. I want students to feel motivated to participate, not just pressured to perform.

Another theme that stood out in my portfolio entries was the emotional and relational side of assessment. Digital learning often centers on data, analytics, and submissions, but these do not capture the full student experience. Gunn (2015) reminds us that “the human aspect of learning must not be lost in the shift to digital; motivation, emotion, and identity are still central to the process” (p. 60). I returned to this idea often as I developed my e-portfolio. It reminded me that assessment should offer more than feedback. It should be an opportunity to connect, to listen, and to recognize the effort behind the work.

Going forward, I want my assessment practices to be grounded in empathy and guided by purpose. Conrad and Openo (2018) explain that “authentic assessment involves creating tasks that are real, engaging, and rooted in students' experiences” (p. 134). I want to keep asking myself not only what I am assessing but why it matters. My goal is to create learning environments where students feel their voices belong and their contributions are valued.

This final reflection brings together the themes I explored in my portfolio. It shows how the course helped me move from seeing assessment as a task to manage, to viewing it as a space where meaningful, inclusive learning can take place.

References

Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. Athabasca University Press. http://www.aupress.ca/books/120279/ebook/99Z_Conrad_Openo_2018-Assessment_Strategies_for_Online_Learning.pdf

Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2023.2190148

Gunn, C. (2015). Online assessment and learner motivation in the twenty-first century. In C. Koh (Ed.), Motivation, leadership, and curriculum design (pp. 53–62). Springer Singapore.

Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454–476.