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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.
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