Implementing assessment as learning in the L2 writing classroom: a Chinese case

Xiaoting XIANG , Rui YUAN*, Baohua YU

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

3 Citations (Scopus)

Abstract

Assessment as learning (AaL) aims to develop students’ metacognitive awareness of their learning process, and promote their academic study and self-regulated abilities. The study investigates the benefits and challenges perceived by students regarding the implementation of AaL strategies in a general writing course in a Chinese university. The findings reveal that students benefited from the AaL-oriented instruction in terms of their improved writing efficiency and quality, enhanced assessment and feedback literacy, as well as a growing sense of ownership and resilience as a writer. However, the students encountered some challenges, such as the conflicts between the AaL training and the summative assessment requirement of the curriculum, as well as a lack of sustained teacher support in the assessment tasks. Implications on how to integrate AaL with L2 writing teaching in higher education contexts are discussed.

Original languageEnglish
Pages (from-to)727-741
Number of pages15
JournalAssessment and Evaluation in Higher Education
Volume47
Issue number5
Early online date29 Aug 2021
DOIs
Publication statusPublished - 13 Jul 2022
Externally publishedYes

Keywords

  • Assessment as learning
  • L2 writing classrooms
  • peer assessment
  • self-assessment

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