A proposal of formative assessment in EFL teaching and learning: Online writing and peer-review activities

Technological advances have set new roles and modified the relations among those who engage in the teaching-learning process, demanding new and efficient types of formative assessment. Guided by the research question “What kind of peer-feedback was used for the development of the students’ written case studies?”, this study examines 72 reviews to 29 papers developed by 31 learners taking a master’s course, employing the CGScholar platform. Statistical analyses on reviewers’ reliability (ICC agreement and consistency) and qualitative analysis on the descriptive feedback were conducted. The results from the quantitative analyses show high reliability among reviewers; and the qualitative analysis suggests that these activities can be employed in EFL learning to enhance learning opportunities, employ higher cognitive processes, and to teach large groups of students, either remote or face-to-face, without increasing management time.