Skip to main content Accessibility help
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

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

  • from Part VII - Task-Based Assessment and Program Evaluation
  • Edited by Mohammad Javad Ahmadian, University of Leeds, Michael H. Long, University of Maryland, College Park
  • Book:
    The Cambridge Handbook of Task-Based Language Teaching
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 585-602

  • 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.