Learning-oriented assessment and its effects on the perceptions and argumentative writing performance of impulsive vs. reflective learners

Abstract Learning-oriented assessment (LOA) is becoming increasingly popular in language education. The rationale for this popularity the belief that LOA not only provides teachers with necessary information regular and ongoing evaluation but also it effectively assists learners their learning process. This study attempted to examine effectiveness of argumentative writing skills reflective impulsive EFL learners. To end, explored learners’ perceptions through a survey questionnaire. collect data, 116 English at an intermediate level proficiency participated responded Barrat’s BIS 11 style questionnaire (Journal Clinical Psychology 51:768–774, 1995). Based on responses, participants were divided into two groups ( N = 59) 57) learners, four missing participants. Each group was further sub-groups, one which pseudo-integrative taught other involved refutation writing. Other than type writing, both provided feedback diagnosed problems performance within 16 sessions. They self- peer assessment. Analysis results revealed significantly improved students’ performance. Moreover, while task did have any significant effect, outperformed ones end treatment. leaners generally had positive about use approach. In particular, they acknowledged contributions teacher’s feedback, assessment, classroom discussion development throughout course. However, showed more appreciation tasks when came developing competence demanding critical thinking. Hence, conclusion can be used as approach promote Iranian landscape.