Task-Based Language Assessment: Implications for the Language Classroom

Authors

DOI:

https://doi.org/10.26817/16925777.828

Keywords:

alternative assessment, language assessment, language testing, performance assessment, task-based assessment

Abstract

With a communicative approach to language testing, performance assessment has taken on a prominent role in testing systems around the world. Specifically, task-based assessment (TBA) is now being used to make inferences about people’s language ability and what they can do with this construct under realistic communicative scenarios. This reflection paper discusses central issues in TBA, and in doing so, it shows that TBA can be observed through a classroom-assessment lens, an idea I present as Instructional Task-Based Assessment (ITBA). The paper starts by reviewing the meaning of tasks, then discusses problems with TBA and finally offers a checklist for teachers to explore TBA in classroom contexts. I also include limitations of the proposal and conclusions

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Author Biography

Frank Giraldo, Professor at Universidad de Caldas, Colombia

holds an MA in English Didactics from Universidad de Caldas and an MA in TESL from the University of Illinois at Urbana-Champaign. He works as a language teacher educator at the Foreign Languages Department of Universidad de Caldas in Manizales, Colombia.

 

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Published

2020-12-21

How to Cite

Giraldo, F. (2020). Task-Based Language Assessment: Implications for the Language Classroom. GIST – Education and Learning Research Journal, 21, 209–224. https://doi.org/10.26817/16925777.828

Issue

Vol. 21 (2020): GiST Education and Learning Research Journal

Section

Reflective Articles

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