Implementing assessment as learning in the L2 writing classroom: A Chinese case

Xiaoting XIANG, Rui YUAN, Baohua YU

Research output: Contribution to journalArticlespeer-review

Abstract

Assessment as learning (AaL) aims to develop students’ metacognitive awareness of their learning process, and promote their academic study and self-regulated abilities. The study investigates the benefits and challenges perceived by students regarding the implementation of AaL strategies in a general writing course in a Chinese university. The findings reveal that students benefited from the AaL-oriented instruction in terms of their improved writing efficiency and quality, enhanced assessment and feedback literacy, as well as a growing sense of ownership and resilience as a writer. However, the students encountered some challenges, such as the conflicts between the AaL training and the summative assessment requirement of the curriculum, as well as a lack of sustained teacher support in the assessment tasks. Implications on how to integrate AaL with L2 writing teaching in higher education contexts are discussed. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalAssessment & Evaluation in Higher Education
Early online date29 Aug 2021
DOIs
Publication statusE-pub ahead of print - 29 Aug 2021

Citation

Xiang, X., Yuan, R., & Yu, B. (2021). Implementing assessment as learning in the L2 writing classroom: A Chinese case. Assessment & Evaluation in Higher Education. Advance online publication. doi: 10.1080/02602938.2021.1965539

Keywords

  • Assessment as learning
  • Self-assessment
  • Peer assessment
  • L2 writing classrooms

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