Exploring the learning potential of peer-assessed dictation in the Chinese context

Students play an important role in using assessment for learning. Their perceptions and involvement directly impact on the learning potential of assessment. This paper investigated students’ views on peer-assessed dictation in two Chinese high schools through a qualitative study. Students recognized both benefits and constraints of peer-assessed dictation. They perceived more benefits when they got actively engaged. This paper contributes to the understanding of assessment and learning relationship from student perspectives. It also offers implications for using assessment more productively in the Asian classrooms and a wider context. Copyright © 2014 Journal of English as an International Language.