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Learning diary and peer-assessment as AfL tools can make students continuously engage in their learning so that their competence can be developed. In this sense, the assessment process is a learning process for the students. This study examines the effectiveness of using learning diary and peer-assessment as assessment tools in developing students’ learning by exploring the implementation process, the grades of the performance, and the data got from the semi-structured interviews. Findings suggest that most of the students favor these assessment tools but still some students prefer to take traditional written exams, which needs more investigations and discussions in the future.

Using Learning Diary and Peer-assessment as AfL Tools: Case Study of a Sino-Finnish Collaborative Program Course