ASSESSMENT FOR LEARNING CRISES: AN ASSESSMENT FROM CHINESE STUDENTS IN HIGHER EDUCATION

Abstract

This study investigated Assessment for Learning (AfL) strategies in promoting English language learning from the perspective of Chinese university English as a Foreign Language (EFL) students.  The study had a sequential explanatory mixed methods design. A questionnaire was used to gather data from 1,601 EFL students. Semi-structured interviews were conducted with 34 participants. The results showed that Chinese university EFL students rarely saw their teachers performing AfL strategies in the classroom and that the AfL strategies were slightly important in promoting English language learning. There was a positive relationship between how students perceived their teachers to perform AfL strategies and what these students perceived to be essential in promoting English language learning. This shows that students did not observe these strategies in practice, which may explain why they undervalued their importance.