Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong

Lee, Icy; Coniam, David

doi:10.1016/j.jslw.2012.11.003

Cited by 142 publications

(93 citation statements)

References 14 publications

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“…Overall, the study shows that teachers' understanding of the principles and practices of AfL is a crucial factor when implementing AfL (Lee and Coniam 2013 ).…”

Section: Facilitating And/or Constraining Factorsmentioning

confidence: 84%

“…The study also highlights the specifi c challenges faced by EFL writing teachers within an examination-driven AoL system, with clear implications for teachers teaching writing in similar EFL contexts, such as China, Taiwan, and Japan (Lee and Coniam 2013 ) and anywhere in the world where the micro-marking of grammatical accuracy exists. While teachers undertake AfL in writing, they have to battle against the realities of teaching, for example, the deep-rooted belief in the primacy of grammatical accuracy and grammatical marking in writing, and hence the need to respond to every single error in writing, resulting in teacher burnout and possibly damaging student motivation.…”

Section: Implications and Conclusionmentioning

confidence: 88%

“…In Ortega's ( 2004 ) In the EFL writing classroom, every error is corrected. This decreases confi dence, motivation, and interest in writing (Lee 2008 ;Lee and Coniam 2013 ) and under-utilizes the formative potential of classroom writing assessment, which becomes a test of students' grammatical accuracy instead of a diagnostic and feedback formative tool. The focus of students' attention becomes their grammatical accuracy rather than the improvement of learning.…”

Section: Teaching Learning and Assessment Of Writing In Hong Kongmentioning

confidence: 99%

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English Language Education and Assessment

Coniam¹

2014

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“…Overall, the study shows that teachers' understanding of the principles and practices of AfL is a crucial factor when implementing AfL (Lee and Coniam 2013 ).…”

Section: Facilitating And/or Constraining Factorsmentioning

confidence: 84%

Section: Implications and Conclusionmentioning

confidence: 88%

Section: Teaching Learning and Assessment Of Writing In Hong Kongmentioning

confidence: 99%

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English Language Education and Assessment

Coniam¹

2014

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“…Over-emphasis on such test-taking strategy in writing instruction may prevent students from acquiring the target skills the test was designed to promote. This problem may arise due to the current norm-referenced exam culture in China where writing assessments mostly fall into the category of AOL to evaluate student learning and utilize scores for administrative and reporting purposes (Lee & Coniam, 2013). While AOL has a role to play in the educational system, there is a growing emphasis on the implementation of AFL to improve teaching and promote learning.…”

Section: Assessment For Learning Influences Student Learning Of Writingmentioning

confidence: 99%

“…The remaining of this section will focus on studies documenting innovative efforts to bring AFL into the exam-oriented Chinese context. Lee and Coniam (2013) demonstrated that AFL could be implemented through strengthening lesson planning and pre-assessment instruction; sharing learning goals with students to align assessment with instructional practice; as well as delivering diagnostic feedback using self-designed feedback forms to highlight the areas emphasized during class instruction. The majority of students became more positive about writing and their performance improved at the end of the study.…”

Section: Assessment For Learning Influences Student Learning Of Writingmentioning

confidence: 99%

Researching Innovations in English Language Writing Instruction: A State-of-the-art Review

Zhang

Cheung

2018

JLTR

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Abstract-With academic writing viewed as an important aspect of language instruction, there is an increasing interest on how writing education could be improved to better accommodate the needs of multilingual learners. To evaluate the empirical evidence from published research studies, we conducted a systematic synthesis of the published research that has examined innovations in English-as-a-foreign language writing instruction in China, in contexts including tertiary, secondary, and elementary schools. General claims emerged across our analyses of 56 empirical studies published in the SSCI journals in English from 2005-2015. Each claim is supported by empirical evidence: (1) corpus-based approaches are useful in analyzing students' writing; (2) students' affective and cognitive factors may influence the outcome of writing instruction; (3) training may help teachers improve confidence in teaching writing; (4) differences may appear between assessment-oriented teacher feedback and non-assessment-oriented teacher feedback; (5) assessment for learning influences student learning of writing; (6) instruction may help writers acquire skills and knowledge of writing for publication; (7) technology-enabled instruction can help students in their writing process; and (8) novel and authentic writing tasks can promote students' critical thinking ability.

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Preservice teachers' experience and perceptions of adopting performance‐based assessment in literary texts

Cheung,

Lin (Angela)

2024

TESOL Journal

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Assessment for Learning (AfL), which refers to the use of formative assessment to assess students' learning progress (Lee, 2016), has recently become a major focus in the English language education reform in Asia-Pacific regions, and Hong Kong is no exception (Curriculum Development Council [CDC], 2017). However, attempts to bring AfL to fruition have yet to gain traction (Lee & Coniam, 2013), due to the high-stakes examinations in English as a foreign language (EFL) contexts which result in misalignment between the objectives, pedagogy, and assessment of the curriculum, especially when creative genres like literary texts are involved (Carless, 2011). In this vein, reforms aiming to promote process-oriented pedagogies need to step away from summative assessments that emphasize accurate understanding of the knowledge learnt. This has led to a call for alternative modes of assessment which harmonize with the pedagogies advocated in the reforms. Such contextualized assessment opportunities are viewed as more valid ways of assessing students' progress because assessment is embedded within teacher instruction and normal classroom activities. This form of assessment also allows the use of assessment data for enhancing students' learning, hence echoing the spirit of AfL. As such, recent years have witnessed the growing popularity of adopting performance-based assessment (PBA) in language lessons, which appears to be a plausible candidate to this end (Fulcher, 2012).Built on the premise of AfL, PBA is student-centered as it "involves the active engagement of students in setting goals for their learning and growth, monitoring their progress towards these goals, and determining how to address the gaps" (Andrade et al., 2012, p. 8) and nurtures students to become self-regulated, self-monitoring, and autonomous learners (Lee, 2016). Adopting feedback as an aid to encourage students' reflective responses, PBAThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong

Cited by 142 publications

References 14 publications

English Language Education and Assessment

English Language Education and Assessment

Researching Innovations in English Language Writing Instruction: A State-of-the-art Review

Preservice teachers' experience and perceptions of adopting performance‐based assessment in literary texts

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