Practical Applications of Learning-Oriented Assessment (LOA)

Document Type

Book Chapter

Source of Publication

Local Research and Glocal Perspectives in English Language Teaching

Publication Date

1-2-2023

Abstract

While assessment serves many different purposes, traditionally the main aim of assessment has been to measure students’ performance in order to make a judgment about placement, progress, achievement, or proficiency. However, examination boards, test-writers, and teachers have begun to explore ways in which testing can also be used to facilitate learning. In a learning-oriented assessment (LOA) approach, all assessment, both formal and informal, contributes to learning, and assessment is aligned with the curriculum. The purpose of this chapter is to discuss how assessment can be constructed to maximize opportunities for meaningful student learning in the classroom and become an integral part of the learning process. We begin by examining the importance of ‘assessment for learning’ in order to better understand how it has laid the foundation for LOA. After defining LOA, we turn to the main focus of this chapter, which is how to implement LOA in the classroom. We outline what teachers can do within an LOA framework before, during, and after an assessment, in order to facilitate learning. The final sections of this chapter address some of the criticisms that have been made against LOA and outline the implications of taking an LOA approach.

ISBN

978-981-19-6457-2, 978-981-19-6458-9

Publisher

Springer Nature Singapore

First Page

329

Last Page

344

Disciplines

Education

Keywords

Learning-oriented assessment, Assessment for learning, Feedback

Indexed in Scopus

no

Open Access

no

Link to Full Text

Share

COinS