Performance-Based Assessment

Performance-Based Assessment

1. Student Assessment

   • Formative Assessment: It offers a frame o reference for teachers and learners for observing and judging the effectiveness of the pedagic activities, and allows for the provision of feedback to individual learners.
   • Summative Assessment: It can be used to evaluate whether a person demonstrates achievement or specified outcomes.

2. Performance-Based Assessment

   • To assess habilities, skills, and expertise that are required to complete a certain job or task
   • Student need to perform an authentic and as real life as possible task, it is scored by qualified and trained raters
   • Performance-Based Assessment evaluates how students use the language, the goal is not to compare students' habilities against each other.

3. Performance-Based Criteria

   • The use of descriptors that target not only what learners can do but also how well they can do it.
   • The assessment elicits evidence not only of the language knowledge but also of the sociolinguistic and pragmatic habilities.

4. Testing Tools

   • Diaries/Learning notebooks, questionaries, etc.
   • To observe the learner performing the task in an authentic context.
   • To observe a stimulation of the tasks.

5. Language Versus Performance

   • Both the assessment and the criteria should be constructed based on the target tasks as well as the languageand pragmatic skills needed to perform them successfully.

6. Performance-Based Assessment of Techonology-Mediated Tasks

   • Assessment through technology has great potential because of the multimedia possibilities.
   • In technology-mediated task, the technology should have a central role in the assessment because it has a central role in the curriculum.
   • A performance-based test would certainly be more authentic if the learners were allowed to use a word processor and other writing tools.

7. Tools and Technologies for Perfomance-Based Assessmet

   • Computer-mediated communication Technlogies
     • Text-besed CMC tecnhologies and blogs are the most suitable tools for second-language. Another example is the use of social media (WhatsApp).
     • Paricipation in an internet forum (e.g., Google Groups or Yahoo Groups) or a fandom site (e.g., Fanfiction.Net).
   • Audio and Video CMC
     • Audio and Video CMC (e.g., Skype, Google Hangouts, Adobbe Connect) can be used to assess listening and speaking skills in an authentic, task-based manner.
     • Several Web conferencing applications can be used for the assessment of L2 presentation skills.
   • Virtual Environments
     • VEs are spaces where students can interact with other speakers of the language target as well as engage in different activities.
     • The teacher and the students could both be in the same virtual space at the same time, the teacher or rater could observe the student interaction with other speakers perfomring tasks.
   • Intercative Maps
     • A real-world perfromance assessment, using interactive maps, would ask students to find directions and thier way from point A to point B. Several skills would be included in such performance-based tests because students need to demonstrate L2 reading skills as well as computer and multimodal skills.
   • Internet Searches and Web Quests
     • Searching on the internet involves more the reading in a normal way, it involves being able to effectively navigate the internet by clicking on hyperlinked text , finding information, understanding it, and judging its value.
     • WebQuests: Guided internet searches, it takes students through a set of websites chosen previously by the teacher in order to answer a set of questions designed to promote collaborative work, higher thinking skills, and information management.

8. Program Evaluation

   • Conducted to find out whether a program's goals are being met and students are actually learning what was expected. It used to modify the program, adjust what it is not working, potentiate what does work, or even close the program. Conducting a program evaluation requires resources (humamn and economic) time and knowledge. The process can be qualitative or quantitative.

9. Evaluating Materials

   • To check whether the materials are: Task-based, they fit the context and needs, the technology is truly integrated with the rest of the curriculum, the technology really enhance learning.