Co-Constructing the Assessment Criteria for EFL Writing by Instructors and Students: A Participative Approach to Constructively Aligning the CEFR, Curricula, Teaching and Learning

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Autor/inn/en	Zhao, Huahui; Zhao, Beibei
Titel	Co-Constructing the Assessment Criteria for EFL Writing by Instructors and Students: A Participative Approach to Constructively Aligning the CEFR, Curricula, Teaching and Learning
Quelle	In: Language Teaching Research, 27 (2023) 3, S.765-793 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Huahui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820948458
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Alignment (Education); Rating Scales; Guidelines; Language Proficiency; Evaluation Criteria; Writing Instruction; Writing Evaluation; Student Evaluation; Foreign Countries; Profiles; Undergraduate Students; Student Role; Cultural Context; Teaching Methods; Student Attitudes; Teacher Attitudes; Diaries; Decision Making; Educational Improvement; Curriculum Development; Definitions; Language Teachers; China; Europe + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Rating-Skala; Richtlinien; Language skill; Language skills; Sprachkompetenz; Schreibunterricht; Schulnote; Studentische Bewertung; Ausland; Charakterisierung; Profilanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lehrerverhalten; Diary; Tagebuch; Decision-making; Entscheidungsfindung; Teaching improvement; Unterrichtsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Begriffsbestimmung; Language teacher; Sprachunterricht; Europa
Abstract	The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued that using the criteria provided by instructors could lead to discrepancy between assessment, teaching, and learning. It adopted a participatory approach and investigated how to involve learners in co-constructing the assessment criteria with instructors in tertiary English writing instruction in China, based on the European Language Profile (ELP), an evolved version of the Common European Framework of Reference for Languages (CEFR). Two writing instructors and 146 tertiary students played different, yet interactive roles in adapting the assessment criteria in the local context. Instructors drafted the criteria in line with curricula, teaching, learning and learners. Learners utilized the draft criteria in a training session and suggested possible modifications to the criteria in a survey. Suggestions were used to revise the descriptors alongside teachers' reflections via reflective logs. A follow-up survey explored students' perceptions of the feasibility and usefulness of the modified descriptors to investigate the effectiveness of co-constructing the assessment criteria for learning and reveal further improvement if necessary. Vigilant decision-making processes were thickly described regarding how assessment descriptors were selected, arranged, and modified to constructively align them with curricula, teaching, and learning. Statistical and thematic analyses were conducted to examine the accessibility, feasibility, and usefulness of the assessment descriptors prior to and after the modifications. Results substantiated the effectiveness and thus the importance of co-constructing assessment criteria for enhancing the quality of assessment criteria and developing learners' cognitive and metacognitive knowledge of writing and assessment. Implications for language tutors regarding co-constructing assessment criteria in local contexts were deliberated on at the end of the article. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01