Bringing innovation to EFL writing through a focus on assessment for learning

Bringing innovation to EFL writing through a focus on assessment for learning

• Lee, Icy Department of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong

Innovation in Language Learning and Teaching, 1-15, 2010

Routledge

2010

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBE 寫作之教學方法與效果
• L 教育測量及評鑑
  • LC 學業成績測量

Assessment For Learning L2 Writing EFL Writing Writing Assessment Innovation

• Hong Kong

• 1997.7 onwards

• 中學教育

With a paradigm shift from a focus on product to one on process in language assessment, assessment for learning (AfL) has been gaining currency in educational policy in different parts of the world. While AfL emphasizes the use of assessment for improving learning and teaching, assessment of learning (AoL) focuses on using assessment for administrative and reporting purposes. In L2 writing, assessment has traditionally been characterized by AoL. Although AfL strategies like process pedagogy, formative feedback, peer response, and conferences have been promoted in L2 writing, these strategies are not widely adopted outside North American educational contexts. In English as a foreign language (EFL) contexts, there is scanty research that investigates writing teachers' attempts to bring innovation to their assessment practices through a focus on AfL. Using data from four Secondary 1 (i.e. Grade 7) classrooms in a Hong Kong school, the study aimed to investigate how the teachers' determination to implement AfL in writing influenced their instructional and assessment practices and impacted on students' attitudes and beliefs regarding writing. Results show that the implementation of AfL resulted in a significant change in teachers' instructional and assessment practices, and students improved their motivation in writing. The paper concludes with a few implications for EFL writing.
[Copyright of Innovation in Language Learning and Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/17501229.2010.502232]

• 英文

期刊論文

• 17501229

• 10.1080/17501229.2010.502232

https://bibliography.lib.eduhk.hk/tc/bibs/87081ea8

2011-01-21