EAP teachers' knowledge and use of learning-oriented assessment: A cross-contextual study

An emerging approach to classroom-based assessment that has gained increasing attention in the past decade is 'learning-oriented assessment', conceptualized as assessment which affords pri-macy to the learning orientation of classroom assessment, placing particular emphasis on active engagement of learners in assessment and feedback (Carless, 2015; Turner & Purpura, 2015). It is arguably important for EAP practitioners to be informed of and implement innovative approaches to assessment, including learning-oriented assessment. This paper reports on a qualitative study exploring EAP teachers' knowledge and use of learning-oriented assessment (Carless, 2015; Turner & Purpura, 2015) in the contexts of higher education in Canada and Malaysia. After presenting and discussing the comparative findings from the two contexts, we will provide sug-gestions and implications for EAP teacher training and professional development, which can in turn help inform initiatives to cultivate and enhance EAP teacher assessment literacy across these two contexts and