Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom

Ricky C K LAM*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)1900-1917
Number of pages18
JournalStudies in Higher Education
Volume41
Issue number11
DOIs
Publication statusPublished - 1 Nov 2016

Scopus Subject Areas

  • Education

User-Defined Keywords

  • assessment as learning
  • assessment for learning
  • EFL writing
  • portfolio assessment
  • teaching, learning, and assessment of writing

Fingerprint

Dive into the research topics of 'Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom'. Together they form a unique fingerprint.

Cite this