ABSTRACT
To address national teacher certification requirements, one Chilean university created an integrated electronic portfolio to allow undergraduate English-as-a-foreign-language teachers-in-preparation to document their teaching abilities and language knowledge across four years in the program. This chapter discusses these innovations, then examines the e-portfolios as second language writing assessment tools. We argue that local knowledge allows for the development of contextually relevant measures that support individual learners' agency while still fulfilling requirements for high-stakes assessment. The longitudinal scope of the e-portfolio allows students to select artifacts and reflect in English on growth over the four-year program.
