Skill-Using Tasks

In task-based language instruction, much of language learning is focused on the completion of real-world tasks. When you are planning instruction, you begin by selecting appropriate real-world tasks as outcomes of learning. Analyzing those tasks, or a task analysis, helps you to identify what learners need to know and 
do with language in order to successfully complete the task. This informs your selection of skill-building activities, which help learners develop the discrete skills and knowledge to complete the task. Skill-using tasks give learners the opportunity to apply their learning as they practice whole tasks. Assessment tasks which allow learners to demonstrate their learning.

Skill-using tasks are tasks used primarily as practice and provide the opportunity to get feedback (assessment for learning) and gauge whether or not the learners are ready to be assessed. Both skill-using and assessment tasks simulate real-world language tasks and are used as artefacts in a learner’s portfolio.



Skill-using tasks can be used to diagnose learners’ needs before considering assessment, to see what additional practice is needed for the completion of the task, and to spiral language elements through various contexts. Skill-using tasks can be used:

• at the start of the learning cycle, to help learners and the instructor understand better what language is needed for the RWT
• after skill-building activities to check in and conduct assessment of learning
• to see if further practice is needed
• to allow learners to reflect on their learning before the assessment

Learners benefit when skill-using tasks are accompanied by action-oriented feedback on their performance. In preparation, an instructor selects appropriate criteria for the task (often in collaboration with learners) and shares them with learners. Because the focus is on assessment for learning, it is more helpful for learners to receive non-evaluative, comments-only feedback rather than a rating or score. Feedback on skill-using tasks focuses on elements that are important for improvement. Feedback could include self- or peer-assessment and or instructor feedback. 

Skill-using tasks can go in a learner portfolio, with the following caveats:

• If a skill-using task was completed independently, it can be included in the learner portfolio.
  If a task has been completed with supports, it is no longer a task but an activity.
• If both a skill-using task and an assessment has been done for a specific task, only one can be included in a portfolio.
• Portfolios should contain a balance of skill-using and assessment tasks

As feedback on skill-using tasks often include self- and or peer-assessment, Stage II instructors can explicitly teach language related to giving feedback and connect it to performance management in Canadian workplaces.