The purpose of this study is to explore the learning-oriented aspects of two online computer-based classroom assessments: the student-generated reading comprehension test development task and the KICE-eAssessment. This study draws upon Carless’ (2007) framework for learning-oriented assessment. The studentgenerated reading comprehension test development task is a teacher-designed online classroom-based reading assessment. For this assessment, students create three reading comprehension tests based on the reading texts covered in class. The English language part of the KICE-eAssessment is an online computer-based English language assessment system used to evaluate students’ communication skills and civic competency. In relation to the first component of Carless’ (2007) framework, assessment tasks as learning tasks, both assessments are learning-focused in the sense that their designs are based on the achievement standards and competencies in the current national curriculum of Korea (Ministry of Education, 2015a) and/or real-life language use. The second component of the framework, student involvement, is also achieved by these two classroom assessments, which incorporate self- and peerevaluation into their assessment tasks. The last component of the framework, feedback as feedforward, is integrated into these two classroom assessments. This component provides students with timely and forward-looking feedback from the teacher, peers, and the computer-based assessment system.
II. CHARACTERISTICS OF CLASSROOM ASSESSMENT
III. A CONCEPTUAL FRAMEWORK OF LOLA
IV. IMPLEMENTATION OF LOLA IN THE CLASSROOM CONTEXT