Assessment of Advanced Language Proficiency: Why Performance-based Tasks?
Authors: Elana Shohany and Ofra Inbar
Type: PDF
Year: 2006
Size:
CALPER Professional Development Document
In this document, Shohamy and Inbar 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.
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