What Do Teachers Need? A Probe of Best Practice for Assessment as Learning in EFL Writing Class

Assessment as learning has been extensively studied, yet its application in EFL setting in writing classes is still underrepresented. Ample research focused on learners’ perceptions of peer feedback and self-assessment, but little is known about EFL teachers’ best practices in utilizing the assessment in Indonesian EFL writing classes. This aims to understand teachers’ views and effective implementation of assessment as learning in writing class. The narrative inquiry method was administered to investigate a teacher’s teaching-writing experience. This study reported one interview drawn out from the teacher’s perception in the teaching of writing and linked together as a coherent story about the teacher’s teaching activities. The findings highlighted the difficulties teacher experience while instructing writing were managing number of students, preventing plagiarism, and structuring students‘ ideas. Besides, the teacher uses collaborative learning, automated written feedback tools and encouragement and motivation to get students involved in peer review and self-checklist assessment.