Abstract

The purpose of this paper is to make some arguments that learning-oriented assessment (LOA) could serve as an efficient framework to alleviate some of the testing-driven problems in assessing student achievement. More specifically, I will first argue that the undesirable consequences of high stakes and external tests have convinced educators that such tests are no longer efficient for classroom contexts (Rea-Dickins, 2007; Scott et al., 2016). Second, I will present a working framework for LOA and argue that it could be a viable alternative to the often-practiced midterm and final test tradition. Third, I will suggest some LOA-related tasks and argue that they would help teachers feel confident about students' independent performance in online instruction. Fourth, I will discuss the findings of data from graduate and undergraduate students' weekly reflections to demonstrate that they, indeed, develop a positive attitude towards the assessment system, both in real-time and virtual instruction. I will end the paper with the implications of LOA for learner autonomy and self-regulation that would develop mutual trust and confidence between learners and teachers.