Incorporating 'Assessment as Learning' (AaL) in Language Teacher Education: An Exploratory Practice
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| Title: | Incorporating 'Assessment as Learning' (AaL) in Language Teacher Education: An Exploratory Practice |
|---|---|
| Language: | English |
| Authors: | Rui Yuan (ORCID |
| Source: | TESOL Quarterly. 2026 60(1):392-405. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Language Teachers, Teacher Education, Student Teachers, Educational Assessment, Lesson Plans, Foreign Countries, Critical Thinking, Feedback (Response) |
| Geographic Terms: | Macau |
| DOI: | 10.1002/tesq.70027 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | Despite the growing attention to "assessment as learning" (AaL) and its profound impact on students' academic learning and metacognitive development, its application in language teacher education has yet to be fully investigated. In this brief report, we presented a pedagogical attempt to integrate the design of AaL into student teachers' collaborative lesson planning within a literacy pedagogy course at a university in Macau. Drawing upon data from interviews, students' reflective essays, and artefacts (e.g., teaching materials), this report identified three major themes that illustrate multiple dimensions of the participants' professional learning such as pedagogical sense-making, critical evaluation, and feedback exchanges. This report concludes with implications for teacher education and directions for future research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496860 |
| Database: | ERIC |
| Abstract: | Despite the growing attention to "assessment as learning" (AaL) and its profound impact on students' academic learning and metacognitive development, its application in language teacher education has yet to be fully investigated. In this brief report, we presented a pedagogical attempt to integrate the design of AaL into student teachers' collaborative lesson planning within a literacy pedagogy course at a university in Macau. Drawing upon data from interviews, students' reflective essays, and artefacts (e.g., teaching materials), this report identified three major themes that illustrate multiple dimensions of the participants' professional learning such as pedagogical sense-making, critical evaluation, and feedback exchanges. This report concludes with implications for teacher education and directions for future research. |
|---|---|
| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.70027 |
