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Designing komplex LSP tasks for assessment purposes

  • When integrating task-based learning into LSP courses, assessment procedures have to reflect the communicative goals of such tasks. However, performances on authentic and complex tasks are often difficult to score, because they involve not only specific language ability but also field specific knowledge. Moreover, the emphasis of tasks on meaning suggests that the communicative outcome should be regarded as the main criterion of success. This paper focuses on task design and scoring. It is argued that tasks have to be adapted to assessment purposes. However, to avoid a misalignment between teaching/learning and assessment, they should comprise the main features of LSP tasks in the sense of task-based language learning.

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Author:Christian KrekelerORCiDGND
URL:http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/763
DOI:https://doi.org/10.22190/JTESAP1802225K
ISSN:2334-9182
ISSN:2334-9212
Parent Title (English):Journal of Teaching English for Specific and Academic Purposes
Volume:6
Publisher:University of Niš
Place of publication:Niš, Serbia
Document Type:Conference Proceeding
Language:English
Year of Publication:2018
Release Date:2018/12/11
Tag:Integrated tasks; LSP assessment; Performance assessment; Task-based language assessment
Issue:2, Special Issue
First Page:225
Last Page:233
Open Access?:Ja
Relevance:Keine peer reviewed Publikation (Wissenschaftlicher Artikel und Aufsatz, Proceeding, Artikel in Tagungsband)