Digital Portfolios and Peer Assessment for Reflective and Digitally Literate Teachers

Beniario; Erlinda Syam; Rini Hendrita

doi:10.63922/ijevss.v5i03.4199

Beniario Muhammadiyah University of Sumatera Barat, Indonesia
Erlinda Syam Muhammadiyah University of Sumatera Barat, Indonesia
Rini Hendrita Muhammadiyah University of Sumatera Barat, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i03.4199

Keywords: Digital Portfolios, Peer Assessment, Reflective Practice, Digital Literacy, Pre-Service Teacher Education.

Abstract

This qualitative case study examines how the integration of digital portfolios and peer assessment contributes to the development of reflective practice and digital literacy in pre-service English as a Foreign Language (EFL) teachers. Eight pre-service teachers from an Indonesian university participated in an integrated project covering two courses: Curriculum Materials Development 2 and Technology in Language Teaching. Participants engaged in three main activities, including developing digital portfolios documenting instructional planning and materials, creating and editing micro-teaching videos, and taking part in structured peer assessment. Data were collected through written reflections at five key phases, semi-structured interviews, and peer assessment documents, analyzed using thematic analysis. The findings revealed three forms of reflective practice: systematic self-assessment, pedagogical problem-solving, and transformative learning through documentation. Peer assessment functioned as a catalyst for deeper reflection by revealing blind spots, validating self-assessments, and prompting specific improvements. Participants developed digital literacy skills including content creation using Canvas, AI-assisted material development with ChatGPT, interactive learning design with Kahoot and Quizzes, and digital portfolio curation. A synergistic relationship emerged between portfolio development and peer assessment, with portfolios providing concrete artefacts that grounded feedback and peer assessment providing external perspectives that improved portfolio quality. Despite challenges such as technical difficulties, time restrictions, and anxiety about evaluation, participants expressed high satisfaction and intentions to apply their learning in future practice. The study demonstrates that integrated portfolio and peer assessment designs can effectively develop both reflective capacity and digital literacy simultaneously.

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