Assessment as Learning as a Strategy for Joyful Learning in Language Education
DOI:
https://doi.org/10.21009/ishel.v1i1.57723Abstract
This literature review aims to describe and analyze the role of Assessment as Learning (AaL) in supporting the creation of Joyful Learning within the language education context. Assessment as Learning emphasizes the active involvement of students in the assessment process, encouraging them to engage in self-reflection, monitor their own learning progress, and develop a sense of responsibility for their learning outcomes. Through this approach, teachers shift from being mere assessors to becoming facilitators and learning partners who guide students in understanding their strengths, challenges, and strategies for continuous improvement. The concept of Joyful Learning, which promotes a positive, inclusive, and motivating learning atmosphere, aligns closely with the practice of AaL, as both position students as active agents in the learning process. This literature study reviews relevant theories, practical implementations, and empirical findings related to AaL in various educational contexts, including supporting factors, implementation challenges, and effective strategies for integration. The findings of this review are expected to provide valuable insights for teachers in designing assessment systems that are more participatory, reflective, and capable of fostering an enjoyable learning experience.
Keywords: Assessment as Learning, Joyful Learning, formative assessment, self-reflection, literature review.
References
Andrade, H. L., & Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment and Evaluation in Higher Education, 32(2), 159–181.
Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory Into Practice, 48(1), 12–19.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
Boud, D. (1995). Enhancing Learning through Self-Assessment. Kogan Page.
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row.
Dann, R. (2014). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149–166.
Earl, L. M. (2003). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Corwin Press.
Harris, L. R., & Brown, G. T. L. (2013). Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning. Advances in Social Sciences Research Journal, 1(2), 102–121.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Hosseini, S. M. H. (2014). The application of flow theory in the context of language learning. Procedia - Social and Behavioral Sciences, 98, 668–672.
Kemendikbud. (2022). Kurikulum Merdeka: Panduan Implementasi. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Lam, R. (2014). Promoting self-regulated learning through portfolio assessment: Testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699–714.
Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326.
Rustaman, N. Y. (2020). Inovasi penilaian pembelajaran sains. Jurnal Pendidikan Sains Indonesia, 8(2), 229–238.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.
Seligman, M. E. P. (2011). Flourish: A Visionary New Understanding of Happiness and Well-being. Free Press.
Topping, K. (2010). Peers as a source of formative assessment. In H. L. Andrade & G. J. Cizek (Eds.), Handbook of Formative Assessment. Routledge.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 KINANTI SWASTIKA
This work is licensed under a Creative Commons Attribution 4.0 International License.
