Engendering Interaction, Collaboration, and Reflection in the Design of Online Assessment in Language Learning: A Reflection from the Course Designers

Assessment for Learning

Our basic approach to assessment in general distinguishes assessment for learning from assessment of learning. In brief, assessment of learning is often summative, focusing on the end product of learning with a judgment on the outcomes of learning (Banks, 2005; McMillan, 2004). However, assessment for learning places more emphasis on the process of learning and regards assessment as a dynamic part of the learning process and as an opportunity to promote deeper learning (Harlen, 2007). Different from the commonly held understanding of assessment for learning, which regards assessment as only formative, we argue that assessment for learning can be both summative and formative. In other words, in addition to measuring and documenting students’ performance regarding predetermined learning standards or outcomes (Banks, 2005; McMillan, 2004), as a summative assessment is generally defined, an assessment can and should still be designed in such a way that it promotes further and deeper learning by encouraging collaboration, interaction and reflection on learning, in both the process of preparation for and conducting the assessment. As such, on-going interaction, collaboration, and reflection should be the guiding principles for assessment for learning.