The effects of learning oriented assessment on academic writing

The purpose of this study is to investigate the impact learning-oriented assessment (LOA) on academic writing ability EFL students (N:40) during a 12-week in semester 2019-2020 year context higher education. Within pretest-posttest intact group design, experimental received instruction following principles LOA, and comparison routine procedures for writing. This quantitative design. test normality, Kolmogorov-Smirnov, Mann-Whitney Tests Wilcoxon Signed Ranks Test were administered order see significance intervention data included scores pretest, several assessments, posttest at beginning, during, end instruction, respectively. prompt both pre post-tests required participants write argumentative essays. To rate tasks, we followed rubrics developed by testing office institution. findings revealed that outscored indicating effectiveness LOA student learning. Further, indicated implementing could have significant implications applications