Assessment
Tasks

The cycle of task-based learning and teaching in LINC programs culminates in assessment tasks. Much of classroom instruction, through skill-building activities and skill-using tasks, revolves around preparation for the completion of real-world language tasks. Once learners have sufficiently practiced various language elements and successfully completed skill-using tasks, their ability to complete the real-world task can be assessed.

An assessment task is a more formal assessment of learning than a skill-using task. It reflects the real-world task, just as a skill-using task does, but is usually done without scaffolding or assistance, and is completed under assessment conditions. This means that the support provided to the learner is appropriate to the Features of Communication in the CLB. For example, at some levels, this can include a supportive listener who can prompt the learner if needed. At other levels, learners are expected to complete the task without assistance from other learners or from the instructor. Assessment tasks also usually have limited support from resources such as picture dictionaries, learner dictionaries and so on, but they may still include word banks or other support if necessary.



Assessment tasks are connected to a specific skill and CLB competency area, and the assessment criteria are based on the Sample Indicators of Ability listed under competencies at a particular CLB level.The indicators of ability are the measure of success for the task: they list what a learner needs to do to successfully complete the task. You can adapt or add your own indicators as long as they are at an appropriate level for the benchmark, and are relevant and specific to the task.



Assessment tasks are often completed individually. Some assessment tasks, especially for speaking, are completed in pairs or even in small groups. For example, a learner may be paired with another learner to role-play a conversation or learners may work together on a group presentation. In these situations, make sure that you are assessing each learner individually, based on their own ability, and that the task still includes the appropriate Features of Communication for the CLB level.



Assessment tasks for the receptive skills (listening and reading) include a source (either an audio / video source for listening or a text for reading) and usually include comprehension questions. These comprehension questions can be literal, interpretive or applied. At Phase I, most questions are literal or interpretive. At Phase II, most questions are interpretive or applied. Make sure that the language of the comprehension questions is level-appropriate and reflect specific indicators of ability. Assessment tasks for the receptive skills may indicate what constitutes success (for example, at least 7 out of 10 questions are correct) but they usually don’t include a separate assessment tool.



Assessment tasks for the productive skills (speaking and writing) usually include a prompt, which tells the learner what they will need to do for the task, and an assessment tool. Assessment tools include checklists, rating scales and rubrics. The items on the assessment tool reflect the indicators of ability. Make sure that the language of the assessment tool is level appropriate for the learners.



For all skills, assessment tasks should include action-oriented feedback that gives learners specific feedback about aspects about their performance that were effective and specific direction for how they can improve. It is important to include positive and encouraging feedback as suggestions for improvement, and positive feedback should be specific so learners know what they should do more of.



Assessment tasks are used to document learner’s learning, achievements, progress and abilities in the various competencies. It is important that the learner’s portfolio include a variety / range of language tasks covering various competency areas and competencies. As an instructor, you need to ensure that these tasks are contextualized in a variety of themes and situations. Note that if the assessment task and the skill-using task are used for the same task, only one of the two can be included in the portfolio.