This study examines the use of multimedia and their application to implement portfolio assessment in order to instruct students, assess their learning, and communicate the outcomes to parents. Interviews with all participants allowed the process to be described from multiple perspectives of this particular community. Overall, digital portfolios were found to be useful for instructing and assessing students and communicating with parents, and further for understanding how family culture influenced students learning in a technology-embedded environment. The goal of this paper is to reflect on the current development of portfolio assessment and verify the ways of ensuring its effectiveness in teaching and learning.