Assessment for Learning in the L2 Writing Classroom
Assessment for learning (AfL), i.e., using assessment to promote learning and improve teaching, has gained wide currency in the educational policy in different parts of the world. In the United Kingdom, the Assessment Reform Group (2002), with which the n
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Assessment for Learning in the L2 Writing Classroom
Introduction Assessment for learning (AfL), i.e., using assessment to promote learning and improve teaching, has gained wide currency in the educational policy in different parts of the world. In the United Kingdom, the Assessment Reform Group (2002), with which the notion of AfL is closely affiliated, has played a pivotal role in bringing about positive change to assessment practice, policy, and research in not only the United Kingdom (see Black and Wiliam 2003) but also other parts of the world. In Australia, for instance, AfL has now become a central plank of curriculum reform. The national curriculum framework has put the improvement of learning and teaching as the primary function of assessment (Australian Capital Territory 2005; Queensland Studies Authority 2005). Research conducted on AfL in Queensland schools has demonstrated the beneficial outcomes of AfL practices in Australian secondary education (Sebba 2006; Sebba and Maxwell 2005). In the United States, more than a decade ago, there has already been a clarion call for a more balanced approach to assessment that comprises not only standardized achievement tests but also learning-oriented assessment that informs instructional decision-making and turns learners into assessors (Stiggins 1999, 2007). Currently, AfL is an integral part of professional development initiatives that address classroom assessment in US schools. The Formative Assessment for Students and Teachers (FAST), for example, has promoted the implementation of AfL in classrooms to positively influence teaching and learning nationwide. In Hong Kong, AfL has been identified as one of the most important items on the English language education reform agenda (Curriculum Development Council 2004, 2007; Curriculum Development Institute 2004). The oral assessment innovation in school-based assessment at Secondary 4 and 5 (Grades 10 and 11) is a recent initiative to promote AfL in English (Davison 2007). In 2001, Taiwan introduced a nationwide curriculum reform in primary and secondary education, advocating a variety of assessment strategies to promote student learning. In China, “The Outlines for Basic Educational Reform (Pilot)” issued © Springer Nature Singapore Pte Ltd. 2017 I. Lee, Classroom Writing Assessment and Feedback in L2 School Contexts, DOI 10.1007/978-981-10-3924-9_3
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by the Education Department of China in 2001 refers to assessment as a means to promote learning, and teachers are encouraged to integrate self- and peer assessment into the curriculum. In brief, AfL has become a priority in the educational reform policy worldwide. Against this backdrop, this chapter begins with an attempt to unpack the notion of AfL, which is often contrasted with assessment of learning (AoL) – i.e., using assessment to provide judgment of student learning and utilizing the assessment information for administrative and reporting purposes (Wiliam 2001). It then highlights salient finding
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