Virtual Learning Environments (VLEs) appear to be one of the most widely used computer-based technologies for teaching and learning, and may emerge as a potential tool for e-assessment. However, little is known about how VLE tools are used in various forms of assessment and what kinds of teaching practice the use of such technologies brings about. Based on interviews and personal diaries, actor-network theory is applied to describe and understand emerging teaching practices with VLE tools, such as multiple-choice tests, portfolios and collaborative writing tools. A tight relationship is found between the documentation of student attainment, the teacher-student-parent conference and the use of VLE tools, all constituting a network of aligned interests in assessment.