Zohre Hamzelou - University of Tehran
Sayyed Mohammad Alavi - University of Tehran
Majid Nemati - University of Tehran

Learning-oriented assessment (LOA) seeks to support instruction by providing information about students’ current learning conditions and their ultimate performance. This study scrutinizes the application of LOA in English as a Foreign Language (EFL) writing classes within Iranian language institutes. In addition, the current study examined the participants’ writing traits using the researchers-developed writing traits questionnaire during the implementation of LOA. Sixty upper-intermediate students (male & female) in two intact classes at a language institute in Tabriz, Iran, were taken as the participants. One of these classes was randomly picked as the control and the other one as the experimental group. During the treatment, learners of the experimental group carried out the relevant writing tasks based on the principles of LOA. On the other hand, the control group adopted the teacher-centered approach. ۱۲۰ IELTS writing task ۲ samples were collected and scored by using a scoring rubric (Wang & Liao, ۲۰۰۸) before and after the LOA treatment. To realize the differences in the mean scores of students in the control group and the experimental group, an independent sample t-test was used. The findings showed that the students of the experimental group benefited vastly from multiple drafting, self, and peer-evaluation, sharing learning goals with teachers and each other, and using feedforward techniques instead of feedback. The results might provide both theory and pedagogy implications for syllabus designers and language teachers with valuable guidelines on improving writing assessment in IELTS writing courses.

Alternative Assessment, Feed-Forward Technique, Formative Feedback, IELTS Writing, Learning-Oriented Assessment