Implementing continuous assessment in an academic English writing course: An exploratory study

Abstract

Although continuous assessment is often used in different disciplines, its implementation in L2 writing is underexplored. Adopting the framework of learning-oriented assessment (Carless, 2015) and the concept of affordances (Gibson, 1986), this exploratory study examined a case study of how one teacher and her students perceived and shaped/utilized the motivational and learning affordances of regular low-stakes continuous assessment in a tertiary academic English writing course. Data were collected from classroom observation, teacher and student interviews, student writing, and pre- and post-course surveys. The findings revealed a complex picture of the differing degrees to which the teacher harmonized the AoL and AfL aspects of CA across the three dimensions of learning-oriented assessment based on the various ways she perceived and shaped its classroom affordances. The students’ perceptions and utilization of the learning affordances of CA largely converged with those that were perceived and shaped by the teacher. However, difference was found in how the motivational affordances of CA were perceived and shaped/utilized. A model of learning-oriented continuous assessment in L2 writing is proposed and pedagogical implications are discussed. • Teacher showed differing extents of perceiving and creating affordances for CA. • Teacher views of affordances for CA largely converged with student views. • Students perceived more affordances regarding CA task engagement than teacher.