Who Are We Assessing? Feedback and Motivation

  • Liying Cheng
  • Janna Fox
Part of the Applied Linguistics for the Language Classroom book series


As we discussed in Chapter 5, the research literature is full of examples of how better understanding of our students’ language learning experiences can improve the impact and effectiveness of our teaching and, as a result, enhance learning (see, for example, Gottlieb, 2006; Ivaniˇc, 2010; Zamel and Spack, 2004). In this chapter, we again discuss assessment approaches and practices that can help us to better understand our students’ learning by addressing the following questions about who our individual students are: What are my students’ learning goals? What motivates their learning? How can our feedback support their learning? In this chapter we take a closer look at feedback in assessment practice and how we can shape the feedback to support our students’ learning as part of day-to-day classroom activity.


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Copyright information

© The Editor(s) (if applicable) and The Author(s) 2017

Authors and Affiliations

  • Liying Cheng
    • 1
  • Janna Fox
    • 2
  1. 1.Professor of Teaching English as a Second/Foreign LanguageQueen’s UniversityOntarioCanada
  2. 2.Associate Professor of Applied Linguistics & Discourse StudiesCarlton UniversityOntarioCanada

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