Changes of Teacher Practices Regarding E-AfL in EFL Writing

The chapter gives a detailed account of the two focal informants’ (i.e., Rachel and Tina) practices of each assessment task in different phases of the one-year E-AfL project. A total of ten e-assessment tasks were carried out in Rachel’s and Tina’s classes, i.e., five tasks consisting of three teacher-generated tasks and two student-negotiated tasks in each class. The main difference between the two kinds of tasks is that student-negotiated task involves students in designing assessment criteria.