Conceptualizing Learning-Oriented Assessment: A case in an Iranian EFL Learners’ Writings

The importance and the given consequences of assessment on teaching and learning processes have made scholars to consider assessment not only as a set of marks and grades but also as a useful contributor to educational purposes. Taken this into account, the light has been shed on learning-oriented assessment (LOA) which emphasizes the priority of learning, the effects of peer- and self-assessment, and the desired learning outcomes. In this regard, the present study takes one LOA-oriented activity, namely providing and receiving feedback on writing tasks, was used in Iranian EFL context to examine its usefulness. To this end, 100 learners participated in LOA-based writing classes for 15 sessions, and the results showed a significant difference between the performances of the two groups and the LOA group outperformed their traditional group. It was also found that the LOA group were heterogeneous in their performances. This shows that other factors, in addition to assessment factors, might affect the performances of LOA group. This study suggests EFL teachers to employ LOA practices in their writing classes to improve the writing ability of language learners. The pedagogical implications of using LOA in writing classes will be suggested in our presentation.