designing assessment task

Designing Assessment Tasks with Language Awareness: Balancing Cognitive and Linguistic Demands

Two broad dimensions of knowledge

The cognitive dimension

The linguistic dimension

The cognitive dimension refers to whether learners have mastered and applied this knowledge to different situations or scenarios.

Involves higher order thinking skills

Problem solving

Evaluation

Comparison and contrast

when students are required to understand the assessment questions and then express their ideas.

Academic language

Vocabulary items,

Grammar uses

Sentence patterns and genres

Teachers set assessment tasks

What to assess?

How to access?

Receptive point of view, understand the questions or instructions of the assessment.

Productively point of view , write sentences, short paragraphs or even coherent texts.

Content-obligatory language.

Content-compatible language.

Purposes or goals of assessment.

Formative assessment

Summative assessment

Formats of assessments.

A range of assessment tasks

Matching, oral presentation, diagram labelling, teacher observations, etc.

Quadrant

The Framework: Assessment Grid

Cognitive dimension

Three levels

Recall

Application

Analysis

Learners report or repeat what they have learned.

Apply knowledge to solve some problems.

Perform higher level thinking processes, such as synthesising, evaluating, comparing, etc.

linguistic dimension

Vocabulary

sentence

text

Three levels

-Receptive Skills

-Productive Skills