Putting Students at the Centre of Classroom L2 Writing Assessment

Autor/in	Lee, Icy
Titel	Putting Students at the Centre of Classroom L2 Writing Assessment
Quelle	In: Canadian Modern Language Review, 72 (2016) 2, S.258-280 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.2802
Schlagwörter	English (Second Language); Writing Evaluation; Student Centered Curriculum; Active Learning; Classroom Techniques; Curriculum Implementation; Teaching Methods; Educational Strategies; Summative Evaluation; Formative Evaluation + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Aktives Lernen; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie
Abstract	In many educational contexts, L2 writing assessment tends to emphasize its summative functions (i.e., assessment of learning--AoL) more than its formative potential (i.e., assessment for--AfL). While the teacher plays a dominant role in AoL, central to AfL is the role of the students, alongside that of the teacher and peers. A student-centred approach to L2 writing assessment involves learners actively in setting goals, monitoring their progress, and deciding how to address the gaps in their learning. Such a focus, also referred to as assessment as learning (AaL), puts students at the centre of classroom assessment. In the L2 writing literature, however, descriptions and explanations about how AaL can be implemented in the writing classroom are scant. This article attempts to provide a clear understanding of AaL and how a student-centred approach to classroom assessment can be applied in the L2 writing classroom, thus contributing new knowledge to the existing literature on classroom L2 writing assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01