Assessment of Advanced Language Proficiency: Why Performance-based Tasks?
Assessment of Advanced Language Proficiency: Why Performance-based Tasks?

In this document, the authors argue for the use of performance-based tasks in the assessment of advanced language proficiency. In this effort, they start by exploring the 'content/language continuum in language teaching programs' (p. 1) and by discussing performance tasks. They also address issues regarding the designing and scoring of performance-based tasks, including rubrics. The document ends with examples of integrated content and language performance tasks, as well as guidelines for designing a performance task and a sample task. CALPER Professional Development Document 0605)
Author(s): Elana Shohamy and Ofra Inbar
Language(s): -Applicable to any language-
Category: Assessment, Teacher Development
Level: Beginning, Intermediate, Advanced
Audience: K-8, 9-12, University
General Format: Print
Specific Medium: Downloadable File
Skill: Reading, Writing, Listening, Speaking
Price: Free
Year: 2006
Keywords: assessment
Publisher: Center for Advanced Language Proficiency Education and Research
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