232 / 2021-06-30 22:53:56

Enhancing the Learner’s Perception in EFL Classroom Assessment for Better Learning Outcome(work in progress)

classroom assessment; perception; outcome; feedback; EFL

The purpose of EFL classroom assessment is to promote the interaction between teachers and learners, thus to precisely locate learners’ weakness in language leaning and accordingly facilitate their learning advance through teachers or peers’ feedback. Many studies were conducted to investigate the mechanism of feedback, peer/self-assessment, teachers’ assessment literacy and strategy use, while very few of them scrutinized the learners’ perception in classroom assessment apparatus. The present study examines the connection between the learners’ perception on classroom assessment, including teacher and peer’s feedback and self-assessment, and their learning outcome. The study will be conducted through quasi-experimental design. The qualitative data will be collected through observation and in-depth interview instrument to examine the learners’ leaning dynamics in classroom interaction. The preliminary findings indicate a positive correlation between their perceptions and learning outcome. The findings also suggest that different students have distinctive response behaviors controlled by their perceptions towards the disparate assessment devices and disparate stages and moments.



The purpose of EFL classroom assessment is to promote the interaction between teachers and learners, thus to precisely locate learners’ weakness in language leaning and accordingly facilitate their learning advance through teachers or peers’ feedback. Many studies were conducted to investigate the mechanism of feedback, peer/self-assessment, teachers’ assessment literacy and strategy use, while very few of them scrutinized the learners’ perception in classroom assessment apparatus. The present study examines the connection between the learners’ perception on classroom assessment, including teacher and peer’s feedback and self-assessment, and their learning outcome. The study will be conducted through quasi-experimental design. The qualitative data will be collected through observation and in-depth interview instrument to examine the learners’ leaning dynamics in classroom interaction. The preliminary findings indicate a positive correlation between their perceptions and learning outcome. The findings also suggest that different students have distinctive response behaviors controlled by their perceptions towards the disparate assessment devices and disparate stages and moments.



The purpose of EFL classroom assessment is to promote the interaction between teachers and learners, thus to precisely locate learners’ weakness in language leaning and accordingly facilitate their learning advance through teachers or peers’ feedback. Many studies were conducted to investigate the mechanism of feedback, peer/self-assessment, teachers’ assessment literacy and strategy use, while very few of them scrutinized the learners’ perception in classroom assessment apparatus. The present study examines the connection between the learners’ perception on classroom assessment, including teacher and peer’s feedback and self-assessment, and their learning outcome. The study will be conducted through quasi-experimental design. The qualitative data will be collected through observation and in-depth interview instrument to examine the learners’ leaning dynamics in classroom interaction. The preliminary findings indicate a positive correlation between their perceptions and learning outcome. The findings also suggest that different students have distinctive response behaviors controlled by their perceptions towards the disparate assessment devices and disparate stages and moments.