Abstract
Objectives This paper explores the possibility of Assessment as Learning (AaL) and its practice in classrooms.
 Methods For this, a case study was conducted through Student Voice of Gangyoon, a 6th grade elementary school student who spoke about his experience with classroom assessments.
 Results The results show that (1) Gangyoon understands the main purpose of assessment as monitoring his learning or growth based on his own intentions. This implies students use assessments to monitor themselves related to their own objectives. (2) Gangyoon assesses his learning with reference to the amount of time his studying and the degree of his understanding. This means students set their own criteria to assess their learning. (3) Gangyoon assesses his learning as a key assessor who makes final judgements on his own learning with consideration of self-assessment and teacher-assessment at the same time.
 Conclusions It is concluded that AaL is implemented as self-assessment in practice. Furthermore, the possibility of AaL as Learned Curriculum’s major assessment method and as one of its key elements is confirmed by Student Voice on the practice of classroom assessments.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Korean Association For Learner-Centered Curriculum And Instruction
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
