In Vietnam's 2018 Literacy Education Curriculum Guideline, creative writing is a new requirement, emphasized for its goals of developing primary students' language competencies, critical thinking, and problem-solving. This new requirement offers teachers an opportunity to help students enhance their writing competencies and presents a challenge,…

This article explores the value of dynamic assessment (DA) for college English writing (CEW), a required course for millions of students in China that typically enrolls 50 students in each class. An interventionist approach to DA, in which mediation and administration are standardized, was selected and supplemented with a…

Comparative Judgement (CJ) is an evaluation method, typically conducted online, whereby a rank order is constructed, and scores calculated, from judges' pairwise comparisons of performances. CJ has been researched in various educational contexts, though only rarely in English as a Foreign Language (EFL) writing settings, and is generally agreed to…

Background/purpose: Writing is an essential skill for EFL learners, and the development of flawless writing proficiency in English is the intended learner outcome of every writing course in an EFL program. Development of flawless writing skills involves perfection in orthography (spelling, punctuation, capitalization), grammaticality and syntax,…

Assessment as learning (AaL) aims to develop students' metacognitive awareness of their learning process, and promote their academic study and self-regulated abilities. The study investigates the benefits and challenges perceived by students regarding the implementation of AaL strategies in a general writing course in a Chinese university. The…

The purpose of this study is to investigate the impact of learning-oriented assessment (LOA) on the academic writing ability of EFL students (N:40) during a 12-week in the semester of 2019-2020 academic year in the context of a higher education. Within a pretest-posttest intact group design, the experimental group received instruction following…

Writing comprehensibly, dynamically, and persuasively in a foreign language is a significant challenge for learners. Written communication assesses language and writing progress for various summative and developmental goals. Scenario-based assessment (SBA), as one of the methodologies of classroom-based assessment (CBA), aims to elicit both…

In this study, the potential impacts of dynamic assessment (DA) and non-dynamic assessment (non-DA) on Ethiopian EFL students' productive skills were investigated. Additionally, this study examined Ethiopian EFL students' attitudes regarding using DA in their speaking and writing classes. Fifty-three Ethiopian intermediate EFL learners were…

The integration of ChatGPT as a supplementary tool for writing instruction has gained traction. However, uncertainties persist regarding how ChatGPT complements teacher assessment and the overall effectiveness of this combined approach. To address this, we conducted a mixed-methods investigation involving 46 undergraduate students from a research…

Despite the critical role of academic English writing proficiency in higher education, existing research has inadequately addressed the comparative impact of teacher-led and student-involved assessments on writing outcomes. To address the research gap, this study aimed to evaluate the effectiveness of 'Teacher-Only Assessment' compared to…

This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the…

This paper outlines the processes of creating a 'Storymaker Wheel', a creativity evaluation tool conceptualised with input from a children's book author, a children's book illustrator, academics and teachers, for teachers and pupils to use to support and develop their creative writing. It documents the ways in which teachers and pupils engaged…

The study aims to examine the effectiveness of mobile-mediated Dynamic Assessment using a WhatsApp group to improve student's writing skills in English for Specific Purposes classrooms. Furthermore, it also investigates the students' responses toward the mediating practices through the Dynamic Assessment activities. Thirty-one students of the…

Screencast technology in English writing assessment offers personalized, detailed feedback, but not dialogic. However, integrating it with ipsative assessment (IA) principles may sustain conversations between teachers and learners on students' writing development. This study explored the impact of screencast-based ipsative assessment (SIA) on…

Despite intensive essay writing courses at Saudi universities, ESL students are unable to develop their English writing skills. Finding an appropriate teaching approach, such as the process approach, may help them improve their writing abilities and enable them to do so more successfully. This research aims to find out how and what Saudi ESL…