The Effects of Assessment for Learning on the Development of Academic Writing Skills of English Major Students at Chaiyaphum Rajabhat University

Abstract

The purposes of this research were: 1) to develop an assessment form based on Assessment for Learning (AfL) for second-year English major teacher students, 2) to compare the students’ academic writing achievement before and after the implementation of Assessment for Learning, and 3) to investigate the students’ satisfaction toward the use of Assessment for Learning in developing academic writing skills. The target group consisted of 45 second-year English major students in the Faculty of Education and Human Development, Chaiyaphum Rajabhat University, enrolled in English Academic Writing Course during the second semester of the 2025 academic year. They were selected through purposive sampling. The research instruments included: 1) an assessment form for learning, 2) an academic writing skills test, 3) an academic writing skills assessment form, and 4) a student satisfaction questionnaire. The statistics used for data analysis were mean, standard deviation, index of item-objective congruence (IOC), and dependent t-test. The findings revealed that: 1) The assessment form based on assessment for learning developed in this study was appropriate and consistent with the learning objectives. It could be effectively used as a tool to promote and improve students’ academic writing skills. 2) There was a statistically significant difference in the students’ academic writing achievement at the 0.01 level. The students' academic writing achievement after the intervention was significantly higher than before the intervention. The mean pre-test score was 8.17, whereas the mean post-test score was 16.06, resulting in a mean difference of 7.89, and 3) The students’ overall satisfaction with the teaching and learning management was at the highest level  (= 4.42, S.D. = 0.16). When considering each aspect, the highest mean score was found in students’ attitudes and confidence toward academic writing (= 4.43, S.D. = 0.82), while the lowest mean score was in the assessment for learning process (= 4.40, S.D. = 0.76).