Implementing Learning‐Oriented Assessment (LOA) Among Limited‐Proficiency EFL Students: Challenges, Strategies, and Students' Reactions

Abstract

Despite increasing scholarship on learning-oriented assessment (LOA) and the promotion of LOA in various educational contexts, few studies have examined the challenges faced by language teachers while implementing LOA in authentic educational settings, especially an exam-dominant context that is deemed unconducive to LOA implementation (Carless, 2017). Even fewer have investigated the complexity of LOA implementation in such a context with students of limited proficiency. The present case study, therefore, focused on unveiling a language teacher's struggles and strategies when implementing LOA in such an EFL context with limited-proficiency learners, as well as students' perceptions of and engagement with such LOA practices. Analysis of data from classroom observations and semi-structured interviews with the teacher revealed three major LOA implementation endeavors in response to the challenges she faced:(1) breaking down the teacher-student hierarchy to enhance learner autonomy, (2) tailor-making LOA tasks to align with students' cognitive and proficiency levels, and (3) engaging students with interesting ungraded LOA tasks. Results also showed an overall positive attitude among students toward such LOA practices. Theoretical and pedagogical implications were discussed based on such findings, calling for more nuanced implementations of LOA in relation to specific contextual and learner characteristics.

Learning-oriented assessment of L2 argumentative writing ability: Its impacts on EFL undergraduate students’ writing ability and academic resilience

“…Additionally, exploring learner autonomy's role, as it pertains to the success of LOA implementation, could be a fruitful area for future research (Zhao & Qi, 2022). To enhance the precision and broad applicability of results, future studies might consider extending the intervention period of this study.…”

Learning-Oriented Reading Assessment: A Design for EFL Students

“…Identifying students' specific needs in these areas can assist teachers in better planning for the redesign process and preparing tailored materials or resources. Moreover, future studies should explore the autonomy of the students as it played crucial role in the success of LOA implementation (Zhao & Qi, 2022). Considering students' motivation was also essential for future research.…”

Alternative Assessment and Technology Enhanced Assessment practices: Research to inform Faculty Development processes

“…The extensive literature in the field (Coggi, 2022;Grion & Serbati, 2019;Lipnevich et al, 2021;Nicol, 2021) recognises assessment as a strategic moment in teaching/learning, capable of improving the learning process of students (Boud & Falchikov, 2007;Doria et al, 2023). However, research notes that in order to implement an 'effective' assessment in relation to the learning contexts in which it is implemented, alternative practice (Dochy et al, 1999), capable of engaging and providing lifelong learning skills for students, must be used (Nicol, 2021;Panadero & Lipnevich, 2022), oriented by participatory assessment approaches (Carless, 2017;Sambell et al, 2013;Zhao & Qi, 2022).…”