“Bit by bit, it all adds up”: engaging and assessing student learning through ePortfolios. This presentation focuses on the prospects of using ePortfolios as an assessed component by exploring examples and an ePortfolio assessment rubric from Coventry University’s Pre-sessional English programme. Assessed ePortfolios can include an integrated skills assessment and reflection component which together can be assessed formatively and/or summatively. Given the dynamic nature of ePortfolios, students stand to gain both academically and professionally. EAP programmes tend to generate large amounts of paper-based information within a high stakes, high intensity environment. Anecdotal evidence suggests that students merely bin these resources upon course completion. ePortfolios, however, can be used to engage and assess student learning in a diverse manner while equipping them with reflective practices which they use in their further course of study, and beyond in their professional career. An ePortfolio can be defined as a virtual space that includes content such as a learning journal, learner-created video and written works and redrafts thereof. A learner’s own personal content (e.g. a mini-blog, photos, etc.) can also be included. An ePortfolio can be created within the Mahara ePortfolio system or even by using Google Sites or WordPress – all free, open-source tools. To this end, significant research indicates that ePortfolios can equip students with a variety of key graduate attributes and skills by helping them become more self-regulated, reflective learners (Chau & Cheng, 2012; Cheng & Chau, 2012). This research, underpinned by educational philosophy and research (cf. Dewey 1938, 1960) also indicates that using ePortfolios to develop reflection, and specifically reflective second language learning skills, can foster reflective practice in a multi-modal fashion. This method of reflection might entail a learner-constructed e-portfolio that consists of a reflective journal, learner-created videos, and learner-authored writing samples. Therefore, this session aims to share best practice by discussing the prospects of including ePortfolios as an assessed component of an EAP by exploring some examples of ePortfolios and subsequent learners’ comments, and therefore by demonstrating that, bit by bit, it all adds up to a greater, more effective learning experience for learners who can take away potentially, invaluable skills for both their education and professional careers. In sum, the session will demonstrate how ePortfolios can work as an assessment tool by looking at examples and a sample ePortfolio assessment rubric.