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

Yangyu XIAO

Research output: Contribution to journalArticles

Abstract

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.
Original languageEnglish
Pages (from-to)57-71
JournalJournal of English as an International Language
Volume9
Issue number2
Publication statusPublished - 2014

Citation

Xiao, Y. (2014). Exploring the learning potential of peer-assessed dictation in the Chinese context. Journal of English as an International Language, 9(2), 57-71.

Keywords

  • Formative assessment
  • Peer assessment
  • Dictation
  • Student learning

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