1st Edition

Learning-Oriented Language Assessment Putting Theory into Practice

Edited By Atta Gebril Copyright 2021
    254 Pages 19 B/W Illustrations
    by Routledge

    254 Pages 19 B/W Illustrations
    by Routledge

    This collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts, highlighting the opportunities of assessment practices which seek to better align assessment and learning tasks and support effective learning.

    The volume begins by introducing learning-oriented assessment (LOA) and the context around its growing popularity, especially in accountability-oriented settings which favor summative large-scale tests. The first part of the book charts the development of LOA’s theoretical and conceptual underpinnings, outlining the ways in which they have been informed by theories of learning and key elements. The second part demonstrates LOA in practice, drawing on examples from different countries and instructional settings to explore such topics as the role of technology in LOA and developing feedback materials based around LOA principles and developed for core literacy skills.

    Offering a holistic view of learning-oriented assessment and the real-world affordances and challenges of its implementation, this book is key reading for graduate students, researchers, and practitioners in language testing and assessment, TESOL, and language education.

    List of Contributors

    Chapter 1: Learning-oriented Assessment: Main Issues and an Overview

    Atta Gebril

    Part I: Theoretical and Conceptual Foundations of Learning-Oriented Assessment

    Chapter 2: Learning-Oriented Assessment: Basic Concepts and Frameworks in Using Assessment to Support Language Learning

    Nick Saville


    Chapter 3: Language Assessment Literacy in a Learning-Oriented Assessment Framework

    Glenn Fulcher


    Chapter 4: Approaches to Researching Learning-Oriented Assessment in Second and Foreign Language Classrooms

    Heidi Liu Banerjee


    Chapter 5: Success in Language Learning: What Role Can Language Assessment Play?

    Neus Figueras


    Chapter 6: Feedback as a Learning-Oriented Assessment Practice: Principles, Opportunities, and Challenges

    Daniel M. K. Lam

    Part II: Learning-Oriented Assessment in Instructional Settings 

    Chapter 7: Nationwide Assessment Reform in Egypt: Challenges and Potentials of Learning-Oriented Assessment in an Examinations-Based Instructional Setting

    Atta Gebril


    Chapter 8: Implementing Learning-Oriented Assessment in Egyptian Schools: A Case Study

    Wael Amer


    Chapter 9: Implementing Learning Oriented-Assessment in Malaysia: Insights From Key Stakeholders

    Alla Khan and Norhaslinda Hassan


    Chapter 10: "I Was Not Thoughtful Enough Before:" Exploiting the Learning-Oriented-Assessment Potential of a Test-Taker-Oriented Rubric for Summative Assessment

    Beverly Baker, Sébastian Polikar, and Maryam Homayounzadeh


    Chapter 11: Learning Oriented Assessment from a Teacher’s Perspective: Insights from Teachers’ Action Research

    Angeliki Salamoura and Siân Morgan 

    Chapter 12: The Role of Technology in Learning-Oriented Assessment

    Erik Voss




    Atta Gebril is an associate professor and MATESOL program director in the Department of Applied Linguistics, American University in Cairo (AUC). He is also the chair of the Institutional Review Board at AUC. He obtained his PhD from the University of Iowa in foreign language and ESL education. He teaches courses in second-language assessment and research methods in applied linguistics. His research interests include writing assessment, reading–writing connections, and learning-oriented assessment. He currently serves on the editorial boards of Assessing Writing and the TESOL Journal and as an associate editor for Language Assessment Quarterly.