ERIC Number: EJ1116949
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0307-5079
EISSN: N/A
Assessment as Learning: Examining a Cycle of Teaching, Learning, and Assessment of Writing in the Portfolio-Based Classroom
Lam, Ricky
Studies in Higher Education, v41 n11 p1900-1917 2016
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.
Descriptors: Portfolio Assessment, English (Second Language), Writing Instruction, Educational Assessment, Academic Achievement, Foreign Countries, Higher Education, Formative Evaluation, Summative Evaluation, Feedback (Response), Second Language Learning, Writing (Composition), Revision (Written Composition)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A