From Survival to Thriving Mode in EAP Classrooms in the Emergency Online Teaching: Student Perceptions of Learning-Oriented Assessment in Higher Education

Abstract

Learning-oriented assessment (LOA) has gained attention as a classroom-based assessment approach because it is used to stimulate learning through assessment by focusing on actively engaging students in assessment and feedback. Although prior research has examined LOA from multiple vantage points, there is a lack of research on its implementation in online learning and how different stakeholders perceive the impact of online LOA practices. This chapter reports on a mixed method study exploring students’ perceptions of the LOA approach based on an integrated assessment task (reading/listening-to-writing/speaking) and used within the scope of an EAP program in a Turkish context to study its impact upon learning. Participants included 45 university students who completed an initial questionnaire; 21 of these students then participated in focus group interviews. Findings revealed positive student perceptions of online LOA tasks because of the opportunities these tasks provided for improved language and academic skills, collaboration and dialogue, deeper learning, and longer engagement. In addition, there was evidence of a greater emphasis on teacher feedback over students’ self- and peer evaluations when revising the written report. The findings highlight pedagogical implications for using integrated assessment tasks in online LOA practices.