Abstract
Effective assessment for learning (AfL) practices involve students actively in the assessment process. This is made possible by teachers sharing AfL strategies with students (e.g., clarifying learning goals and success criteria and giving descriptive feedback to their peers) so that students themselves can engage with similar AfL practices to help themselves and their peers with self-regulated, self-monitoring, and autonomous learning (Lee 2016). AfL therefore puts students at the center of learning; it involves “the active engagement of students in setting goals for their learning and growth, monitoring their progress toward these goals, and determining how to address any gaps” (Andrade et al. 2012, p. 8). Such student-centered classroom assessment is referred to as “assessment as learning” (AaL) (Earl 2003, 2013).
The original version of this chapter was revised. An erratum to this chapter can be found at https://doi.org/10.1007/978-981-10-3924-9_11
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Lee, I. (2017). Assessment as Learning in the L2 Writing Classroom. In: Classroom Writing Assessment and Feedback in L2 School Contexts. Springer, Singapore. https://doi.org/10.1007/978-981-10-3924-9_4
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