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2 results

  • 8 - Assessment of, for and as Learning in Modern Foreign Languages

  • Michael Lynch, University of Edinburgh
  • Book:
    Teaching Modern Languages
    Published online:
    04 September 2025
    Print publication:
    12 June 2025, pp 135-151

  • Summary

    It is very important that teaching and learning activities and assessment are designed to cater for the needs of schools and pupils. Chapter 8 looks at the connection between learning and assessment and includes approaches and strategies for both formative and summative assessment. How to plan for and manage assessment of learners’ progress is examined in detail with practical advice on how to do this in a structured way. How to use assessment for learning within a framework of formative assessment is detailed, including self-assessment and peer-assessment techniques with practical examples for use in class. The development of metacognitive strategies in learners is explored and advice is given on how to promote and develop this in learners in stages. The importance of giving regular feedback to pupils on their learning is also emphasised. Techniques and suggestions in this chapter can be adapted for different classes and year groups.

Peer Assessment in Writing Instruction

Peer Assessment in Writing Instruction
  • Shulin Yu
  • Published online:
    26 January 2024
    Print publication:
    04 April 2024
  • This Element traces the evolution of peer assessment in writing instruction and illustrates how peer assessment can be used to promote the teaching and learning of writing in various sociocultural and educational contexts. Specifically, this Element aims to present a critical discussion of the major themes and research findings in the existing studies on peer assessment regarding the three assessment paradigms (assessment of, for, and as learning), and to identify whether and how peer assessment has served the purposes of assessment of, for, and as learning, respectively in writing instruction. This Element highlights the contextual factors that shape the effect of peer assessment in writing instruction and concludes with directions for future research and implications regarding how peer assessment can be successfully used to improve students' writing development.