Integrating assessment as, for, and of learning in a large-scale exam preparation course

This empirical study examined the validity of arguments regarding assessment integration tensions, strategies, and the potential of an integrated assessment model in enhancing students' writing ability. To this end, an integrated assessment as, for, and of learning model was experimented with a group of learners preparing to take the Cambridge English: Preliminary English Test. Moreover, an assessment for and of (non-integrated) model was used with another group of candidates as the control group. Subsequently, the candidates' writing performances measured by Cambridge Assessment in terms of overall band descriptions were converted into numerical indices. The Mann-Whitney U Test comparison of the participants' converted scores revealed that the integrated assessment group performed better than the non-integrated assessment candidates. Furthermore, classroom observations and a focus-group interview with the integrated assessment group clarified a number of issues concerning assessment integration and AaL implementation tensions and strategies. The results indicated that an integrated assessment model tailored to contextual specifications can contribute both theoretically and practically to teaching and assessing writing.