Paper-and-pencil tests have been until these days the primary means to test students’ proficiency in the foreign language. This type of assessment is mainly summative and is usually related to high stakes exams. According to West (2004^a), this approach to foreign language testing overemphasizes the grading function, while students confine themselves to passive recipients of knowledge whose needs are not taken into consideration.

In a learner-centred approach to foreign language teaching students are expected to assume a more active role. Nunan states that “learners who are able to play the kind of active role in their own learning (…) could be said to be autonomous” (p. 193).

Hughes (1989) mentions that criterion-referenced testing not only provides information about what students can actually do with language but “students are encouraged to measure their progress in relation to meaningful criteria” (p. 21).

ePortfolio, as an alternative method of assessment, demands more active participation on behalf of the students (Yastibas, 2013) and promotes learning independency (Alawdat, 2014). In addition it focuses both on the process and product of learning (Genc & Tinmaz, 2010).

e-portfolios as a pedagogical device in primary education