Assessment as learning
Examining a Cycle of Teaching, Learning, and Assessment of Writing in the Portfolio-Based Classroom
Bibliographic Data
| ID | 4097719 |
|---|---|
| Authors | Ricky Lam (0000-0003-2903-0425, Hong Kong Baptist University, corresponding author) |
| Year | 2016 |
| Volume | 41 |
| Issue | 11 |
| Pages | 1900-1917 |
| Publication date | 2016-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2014.999317 |
| OpenAlex | W1965343820 |
| Language | EN |
| Citations received | 24 |
| References cited | 70 |
Assessment for learning has been extensively researched in the past two decades. However, its applications as a means of classroom-based assessment, especially for promoting teaching and learning of writing, have been underrepresented in English as a Foreign Language (EFL) portfolio settings. This paper aims to critically review the extent to which assessment as learning (AaL), used as an alternative to high-stakes assessment, can support writing instruction and student learning. Drawing upon the evidence from educational assessment and EFL writing, the paper argues that AaL, when advocated in classroom-based portfolios, can promote teacher competence in teaching writing, student motivation for learning, and text improvement. AaL hereby refers to students’ ongoing development of cognitive and metacognitive capacity in self-evaluating their writing ability within a portfolio-based environment. Implications regarding how AaL can be successfully utilized to facilitate the development of students’ language awareness, self-assessment skills, and self-reflection in EFL portfolio-based classrooms are discussed
Alternative assessment · Assessment for learning · Authentic assessment · Cognition · Curriculum · Formative assessment · Higher education · Mathematics education · Metacognition · Pedagogy · Portfolio · Self-assessment · Writing assessment · Psychology · Reflective Practices in Education · Second Language Learning and Teaching · Student Assessment and Feedback
Developing L2 writing student self-assessment literacy through AI-generated feedback and AI chain-of-thought
Grade 12 rural teachers’ Technological Pedagogical Content Knowledge and challenges while using GeoGebra to teach Euclidean geometry
Mathematics and science teachers perspectives on utilizing the Canvas LMS to enhance assessment for learning
Classroom Assessment as Co-Regulated Learning
Comparability of Feedback in Pisa 2015 across Culturally Diverse Countries
Showing What They Know
The evolution of cMooc learners’ resource use behaviour
Assessment of agency or assessment for agency
Formative assessment use in university EFL writing instruction
Self-assessment as a student-agentic zone of proximate competence development
In pursuit of pink elephants
A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)
The reliability, effectiveness, and benefits of peer assessment in college EFL speaking classrooms
Learner Engagement and Writing Performance in Assessment as Learning L2 Writing
Implementing assessment as learning in the L2 writing classroom
A framework for understanding assessment practice in higher education
Exploring Teacher Assessment Conceptions in University EFL Writing Instruction
Pre- and In-Service Teachers’ Assessment and Feedback in EFL Writing
Students' proficiency evaluation
E-portfolio use and its effects on exam performance – a field study
Implementing Learning‐Oriented Assessment ( LOA ) Among Limited‐Proficiency EFL Students
Influencing factors of L2 writers’ engagement in an assessment as learning-focused context
Opening Pandora's Box
Authentic assessment in business education
Rethinking Assessment in Higher Education
Effects and student perceptions of collaborative writing in L2
Sustainable Assessment
Understanding teachers’ written feedback practices in Hong Kong secondary classrooms
Formative Assessment
Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1
Classroom Applications of Research on Self-Regulated Learning
Assessment and Classroom Learning
Rethinking alternative assessment
Language assessment as social practice
The effects of self-assessment among young learners of English
Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms
Student responses to criteria‐referenced self‐assessment
The self‐assessed portfolio
Aligning assessment with long‐term learning
The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance
From monologue to dialogue
Optional self-assessment
Promoting self-regulated learning through portfolio assessment
Integrating alternative learning and assessment in a course of English for law students
Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve
An investigation into the effects of revision strategy instruction on L2 secondary school learners
Writing in a foreign language
Current Issues in English Language Teacher‐Based Assessment
Teaching and Assessing Writing
Increasing Self‐Regulated Learning Through the LinguaFolio
Formative assessment and self-regulated learning
Differing perceptions in the feedback process
| Unique citing works | 24 |
|---|---|
| Citations per year | 3 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |