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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 0000-0002-6603-6423), Kailun Wang (ORCID 0000-0003-2153-5015), Mo Li (ORCID 0000-0002-5108-1379)
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
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  Data: Incorporating 'Assessment as Learning' (AaL) in Language Teacher Education: An Exploratory Practice
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Rui+Yuan%22">Rui Yuan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6603-6423">0000-0002-6603-6423</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kailun+Wang%22">Kailun Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2153-5015">0000-0003-2153-5015</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mo+Li%22">Mo Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5108-1379">0000-0002-5108-1379</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%22"><i>TESOL Quarterly</i></searchLink>. 2026 60(1):392-405.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Macau%22">Macau</searchLink>
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  Data: 10.1002/tesq.70027
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  Data: 0039-8322<br />1545-7249
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2026
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  Data: EJ1496860
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        Value: 10.1002/tesq.70027
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      – Text: English
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        PageCount: 14
        StartPage: 392
    Subjects:
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Teacher Education
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      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Educational Assessment
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Macau
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      – TitleFull: Incorporating 'Assessment as Learning' (AaL) in Language Teacher Education: An Exploratory Practice
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