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14C - Designing a Classroom-Based Task-Based Language Assessment Framework for Primary Schools

Blurring the Lines between Teaching, Learning, and Assessment

from Part VII - Task-Based Assessment and Program Evaluation

Published online by Cambridge University Press:  19 November 2021

By
Koen Van Gorp
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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Summary

This case study focuses on the design of an assessment framework for a task-based language syllabus for first and second language speakers in Flemish primary education. It describes the choices that the syllabus designers made with respect to task specifications, assessment criteria and teacher support. The case study shows how classroom-based task-based language assessment (TBLA) can provide teachers with rich, useful information about students’ progress in performing target tasks, and help them provide quality feedback to scaffold and advance students’ learning. Crucially, it illustrates how an integral TBLT-TBLA approach can integrate teaching, learning and assessment in a meaningful way.

Keywords

task-based language assessmentclassroom-based assessmentlearning-oriented assessment

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Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 585 - 602
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Colpin, M. and Van Gorp, K. (2007). Task-based writing in primary education: The development and evaluation of writing skills through writing tasks, learner and teacher support. In Van den Branden, K., Van Gorp, K., and Verhelst, M., eds. Tasks in action: Task-based language education from a classroom-based perspective. Newcastle: Cambridge Scholars Publishing, pp. 194–234.Google Scholar
Norris, J. M. (2016). Current issues for task-based language assessment. Annual Review of Applied Linguistics, 36, 230–44.Google Scholar
Rea-Dickins, P. (2006). Currents and eddies in the discourse of assessment: a learning-focused interpretation. International Journal of Applied Linguistics, 16(2), 163–88.Google Scholar
Van Gorp, K. (2018). Task-based language assessment for L1 and L2 speakers in primary education. Designing a useful task-specification framework. In McE, J.. Davis, J. Norris, Malone, M., McKay, T., and Son, Y. A, eds. Useful assessment and evaluation in language education. Washington DC: Georgetown University, pp. 131–48.Google Scholar
Van Gorp, K. and Deygers, B. (2014). Task-based language assessment. In Kunnan, A. J., ed. The companion to language assessment. Volume II. Approaches and development. Malden, MA: Wiley-Blackwell, pp. 578–93.Google Scholar

References

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