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

Xiang, Xiaoting; Yuan, Rui; Yu, Baohua

doi:10.1080/02602938.2021.1965539

Cited by 21 publications

(12 citation statements)

References 30 publications

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“…Their second speaking performance and response to the questionnaire and interview manifested a better understanding of the rating criteria. This resonated with previous findings that students can learn to conduct metacognitive operations such as goal setting, goal adjusting, and self-assessment regularly in an AaL context (Lam, 2016 ; Xiang et al, 2021 ). The metacognitive experiences they gained in the process of PA enabled them to gradually internalize the speaking criteria and enhance their assessment and feedback literacy.…”

Section: Discussionsupporting

confidence: 84%

“…As mentioned above, metacognitive knowledge development is notably crucial to university students for academic success (Pintrich and De Groot, 1990 ; Pintrich, 2002 ). Recent research in English education has also prioritized AaL for the exact reason (Lam, 2016 ; Xiang et al, 2021 ; Wang and Xu, 2022 ). AaL in the English classes has been explored both from the student's perspective and the teacher's perspective.…”

Section: Literature Reviewmentioning

confidence: 99%

“…AaL in the English classes has been explored both from the student's perspective and the teacher's perspective. For example, Xiang et al ( 2021 ) demonstrate that AaL strategies (e.g., peer assessment, self-assessment, giving feedback, making revisions, etc.) helped students develop their metacognitive awareness and resulted in enhanced assessment and feedback literacy.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Peer assessment (PA) and self-assessment (SA) are two common types of AaL strategies (Yan and Boud, 2022 ). It has been widely discussed and has been found to promote student-centered education (Tai and Sevenhuysen, 2018 ; Xiang et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Shifting from the emphasis on teachers, AaL focuses on individual student's active role in the assessment process and thus has received considerable attention in the field of the second language (L2) learning and teaching (Earl, 2013 ; Lee, 2016 ). Several studies have also identified the potential benefits of AaL in fostering students' metacognitive awareness (Xiang et al, 2021 ), self-reflection (Lam, 2016 ), and accountability for their learning (Rourke, 2012 ). All these are broadly applicable to successful L2 learning.…”

Section: Introductionmentioning

confidence: 99%

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Assessment as Learning: How Does Peer Assessment Function in Students' Learning?

2022

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Peer assessment (PA) is employed as one fundamental practice of classroom-based assessment in terms of its learning-oriented and formative nature. The exercise of peer assessment has multiple and additional benefits for student learning. However, research into the learning processes in peer assessment is scarce both in theory and in practice, making it difficult to evaluate and pinpoint its value as a tool in assessment as learning (AaL). This study focuses both on the learning process and outcome through assessment activities. We set out with three goals in mind: (1) to examine students' assessment performance in context, (2) to evaluate its impact on student progress, and (3) to illuminate teachers on organizing assessment activities. Three specific research questions are answered in this study: (1) How do student raters perform in the process of PA in an advanced English class? (2) To what extent do assessment activities influence the students' speaking ability? (3) What are students' perceptions of PA regarding its benefits and caveats? A total of 29 undergraduate students participated in two assessment activities on argumentative speaking. Many-Facet Rasch Model analysis was conducted to measure the rater effects both at the group level and the individual level. Bias/interaction analyses were performed to diagnose rater behavior in different contexts including the rating session, speaking session, and peer assessment vs. self-assessment. Questionnaire and semi-structured interview data were also collected to explore factors and strategies that could interfere with PA as AaL. Results show that students exhibited stable rating behavior and made progress in argumentative speaking in all dimensions, including delivery, organization, and language use. They are more stringent with themselves than with peers although there is one rare case with a bias against peers. Participants acknowledged the benefits of PA but also shared reasonable concerns in practice. This study validated the feasibility and the effectiveness of PA for student learning. Discussion on findings and guidelines for effective implementation of PA as AaL are provided.

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Section: Discussionsupporting

confidence: 84%