Online learning has emerged as the “new norm” due to the COVID-19 crisis. Compared with institutions’ and teachers’ responses to online teaching, little is known about students’ perceived influence of online assessment practices. The present study explored the perceived effects of learning-oriented online assessment on L2 students’ feedback literacy and individual differences in feedback literacy development from an ecological perspective. We used multiple sources of data, including a survey on student feedback literacy, semi-structured interviews with two focal students, drafts produced by them and related teacher feedback, and supplementary data reflecting the online assessment practices in the course. Results demonstrated that the students held less favorable opinions of the online mode of learning in promoting feedback literacy. However, they perceived positively the development of feedback literacy in the aspects of appreciating feedback, developing judgements, and taking actions. Considerable variations were identified in the development of two focal students’ feedback literacy, especially in the aspects of managing affects and taking actions. The findings revealed the negative influence of misalignment between micro- and macro- factors on student feedback literacy and how such a misalignment interacted with learner factors to influence individual students’ feedback literacy when learning-oriented assessment (LOA) was implemented during COVID-19. The paper proposed a fine-grained model for developing student feedback literacy through learning-oriented online assessment. With a special focus on misalignment, the model provided insights into the interactional dynamics among learners, classroom, and larger contexts in using LOA to enhance student feedback literacy online. Relevant pedagogical implications for developing student feedback literacy within and beyond COVID-19 were discussed.

由于 COVID-19 危机，在线学习已成为“新常态”。与机构和教师对在线教学的反应相比，学生对在线评估实践的感知影响知之甚少。本研究从生态学角度探讨了以学习为导向的在线评估对二语学生反馈素养和反馈素养发展的个体差异的感知影响。我们使用了多种数据来源，包括对学生反馈素养的调查、对两名重点学生的半结构化访谈、他们制作的草稿和相关的教师反馈，以及反映课程中在线评估实践的补充数据。结果表明，学生对在线学习方式在促进反馈素养方面的看法较差。然而，他们在欣赏反馈、发展判断和采取行动等方面对反馈素养的发展持积极态度。在两个重点学生的反馈素养的发展中发现了相当大的差异，特别是在管理影响和采取行动方面。研究结果揭示了微观和宏观因素之间的错位对学生反馈素养的负面影响，以及在 COVID-19 期间实施以学习为导向的评估 (LOA) 时，这种错位如何与学习者因素相互作用以影响个别学生的反馈素养。该论文提出了一种通过以学习为导向的在线评估培养学生反馈素养的细粒度模型。特别关注错位，该模型提供了有关使用 LOA 提高学生在线反馈素养时学习者、课堂和更大范围内的互动动态的见解。讨论了在 COVID-19 内外培养学生反馈素养的相关教学意义。