Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to…

While self-regulated learning (SRL) has been studied in various disciplines, insufficient attention has been paid to how formative assessment/assessment for learning (AfL) promotes students' SRL in learning English as foreign language (EFL) context. The present study attempted to address the gap. Forty four non-English majors in the second year of…

This paper describes the process of constructive alignment of the content and assessment of a first year university course on Digital Culture. Previous iterations of the course assessed the students using only written assignments, which proved to be problematic. In 2019 the course team decided to revise the assessment tasks in order to align them…

Undergraduate students' experience of assessment in universities is usually of summative assessment which provides only limited information to help students improve their performance. By contrast, formative assessment is informative and forward-looking, possessing the leverage to inform students of their day-to-day progress and inform teachers of…

Peer review is an established strategy for improving the quality of students' writing. This study moves beyond the focus on outcomes to assess the peer-review process. In particular, this study focuses on the timing of the peer review, a highly structured feedback form, and student writers' revisions after engaging in peer review. This study draws…

This paper reports the design of learning-oriented formative assessments in an EFL writing course that involved learners in regularly responding to teacher feedback. Following major assessment and feedback frameworks developed recently, these formative assessments were explicated in three aspects: the scheduling of learning and assessment…

The purpose of this study was to determine students' perceptions of learning gains when using the one-minute paper. Thirty-one students from the Physical Therapy (PT) and Nurse Anesthesia (NA) programs participated in this study. Students completed the one-minute paper in three classes. An email to students clarified the "muddy" points…

The paper reports the findings of a project that assessed the benefits of peer feedback as a formative assessment intervention for postgraduate international learners in the United Kingdom. The aim was to improve participants' understanding of quality in academic writing, and hence improve the summative assessment scores, by improving the quantity…

This study investigated the nature of self-assessment and blind peer- and teacher-assessment in L2 writing. The type of feedback students gave to themselves and peers, the type of feedback used in the revision process, and the source of the feedback used were all analyzed. Additionally, student perceptions of self- and peer-assessment, feedback,…