Table 2 Teachers’ and students’ perceptions and shaping/utilization of affordances of LOA
From: Exploring learning-oriented assessment in EAP writing classrooms: teacher and student perspectives
Elements of LOA | Learning-oriented assessment task design | Development of evaluative expertise | Student engagement with feedback |
|---|---|---|---|
1. Affordances shaped by the teacher and utilized by the students | The teachers’ and students’ fields of affordances negatively aligned (see Jane’s case and Af1) The teachers’ and students’ fields of affordances positively aligned (see Merry’s and Kate’s cases and Af1) | The teacher’s and students’ fields of affordances re-aligned (see Merry’s case and Af1) | The teacher’s and students’ fields of affordances positively aligned (see Jane’s case and Af1) |
2. Affordances perceived by the teacher but not shaped for the students | N/A | The teacher’s and students’ fields of affordances un-aligned (see Kate’s case and Af2) | N/A |
3. Affordances unperceived by both teacher and students (i.e., potential affordance to both the teacher and students) | N/A | The teacher’s and students’ fields of affordances un-aligned (see Jane’s case and Af3) | N/A |
4. Affordances unperceived by the teacher but utilized by the students (i.e., potential affordance to the teacher only) | The teacher’s and students’ fields of affordances un-aligned (see Jane’s case and Af4) | N/A | N/A |
5. Affordances shaped by the teacher and only perceived (but not utilized) by students | N/A | N/A | The teacher’s and students’ fields of affordances aligned in a limited way (see Merry’s case and Af5) |
6. Affordances shaped by the teacher but neither perceived nor utilized by students (i.e., potential affordance to the students only) | N/A | N/A | The teacher’s and students’ fields of affordances un-aligned (see Kate’s case and Af6) |