In teacher education programmes, text-based portfolios are generally used to assess student-teachers' competence as new teachers. However, striking discrepancies are known to exist between the competencies reflected in a written portfolio and the competencies observed in actual classroom practice. Multiple assessments should be used to provide a more valid assessment of student-teachers' competence as new teachers. Technology can support this kind of multiple and flexible ways of assessment. In a Research & Development project, four types of e-assessments were designed, implemented and evaluated in 27 interventions in 13 post-graduated teacher education programs in the Netherlands. Teacher educators reported positive outcomes of the interventions in terms of new procedures, materials and tools. No significant effects were found of the implementation of the four types of e-assessments on the evaluation by either teacher educators or student-teachers. A possible explanation for this absence of effects might be teething problems of the interventions implemented.