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1. Type Of
Assessment
Definition Example Advantages Disadvantages Ways to Improve
Performance-
based
Assessment
-Involve studentsinthe
performance of tasks
that are as authenticas
possible andthatare
ratedby qualified
judges.
(Norrisetal,1998)
Characteristics:
1. Studentsmake a
constructedresponse
2. They engage inHOTS,
withopen-endedtasks.
3. Tasks are meaningful,
engagingandauthentic.
4. Tasks call for the
integrationof language
skills.
5. Both processand
productare assessed.
6. Depthof a student’s
masteryisemphasized
overbreadth.
-Listeningandspeaking
- Dramatisation
- Debate
- Oral interview
- Group performance
1. Language elicitedand
volunteeredbythe
studentcan be
personalizedand
meaningful.
2. Task can approachthe
authenticityof real life
language use.
3. Highercontentvalidity
isachievedbecause
studentsare measuredin
the processof performing.
4. Comesclose to getting
authenticcommunication
5. Measuresstudents’
abilitiestorespondto
real-lifelanguagetasks
6. Counteractsnegative
washback effectsin
standardizedtesting,like
bias
1. Time
consuming
2. Expensive
4. Difficultto
distinguish
between
formal and
informal
assessment.
5. Reliability,
practicality
and test
securitymay
be
problematic
Teachersshould:
1. State the overall goal of
the performance.
2. Specifythe objectives
(criteria) of the
performance indetail.
3. Prepare studentsfor
performance instepwise
progressions.
4. Use a reliable
evaluationform,checklist,
or rating sheet
5. Treat performancesas
opportunitiesforgiving
feedbackandprovide that
feedbacksystematically.
6. If possible,utilize self
and peerassessments
judiciously.
Portfolios
Practicality-
low
Reliability-
Mod
Face validity-
high
Content
- A purposeful collection
of students’workthat
demonstratestheir
efforts,progress,and
achievementsingiven
areas.
Balley(1998)
1. Introductory section
- Overview
- Reflective essay
2. AcademicWorks
Section
- Essaysand
compositions(draft,
final)
1. Fosterintrinsic
motivation, responsibility
and ownership.
2. Promote student-
teacherinteractionwith
the teacheras facilitator.
3. Individualize learning-
celebrate uniquenessof
each student.
1. Varietyin
designcanbe
difficultto
assess
2. Issueswith
logistics
3.Limited
reliability
4Questionable
1. State objectivesclearly.
2. Give guidelinesonwhat
materialstoinclude.
3. Communicate
assessmentcriteriato
students.
4. Designate time inthe
classfor portfolio
development.

2. validity
- high
Washback
-high
Authenticity
- High
CRADLE
Collecting
-purpose of the
portfolioneedtobe
clearlyspecified
Reflecting
- journal, self-
assessment
Assessing
- evaluate qualityand
developmentovertime
Documenting
- demonstratingstudent
achievement
Linking
-student-teacher,
parents,community,
peers
Evaluating
- time consumingbut
fulfillingprocess
- Report,projects,
presentation
- Poetryandcreative
prose
- Artwork,photos,
newspaper/magazine
clippings
- Audio/Video
recordingsof
presentations,
demonstration
- Sample of bestwork
- Notesonlectures
- test,written
homework
3. Personal Section
- Journals
- testscore
- photographs
-personal items
4. AssessmentSection
- Evaluationbypeers
- Self-evaluation
4. Provide tangible
evidence of astudent’s
work.
5. Facilitate critical
thinking,self-assessment
and revisionprocesses
6. Offeropportunitiesfor
collaborative workwith
peers
7. Permitassessmentof
multiple dimensionsof
language learning
validity
5. Time
consuming
5. Establishperiodic
schedulesforreviewand
conferencing.
6. Designate anaccessible
place to keepportfolios.
7. Provide positive
washback-givingfinal
assessment.
Journals
Practicality-
low
Reliability-
Mod
Face validity-
Mod
Content
validity
- high
- Log of one’sthoughts,
feelings,reaction,
assessments,ideas,or
progresstowardsgoals,
usuallywrittenwith
little attentionto
structure,form,or
correctness.
- Language learning
logs
- Grammar journals:
error logs
- Responsestoreadings
- Strategies-based
learninglogs
- Self-assessment
reflections
- Diariesof attitudes,
feelings
1. Learnerscan articulate
theirthoughtswithoutthe
threatof beingjudged.
2. Teacherscan become
betteracquaintedwith
theirstudents- cater
individualneeds.
3. Practice in writing
fluently
4. Using writingasa
“thinking”process
1. Journals are
too free a
formto be
assessed
accurately.
2. Difficultto
setup criteria
for evaluation.
3. The
conceptof
free and
1. Sensitivelyintroduce
studentstothe conceptof
journal writing.
2. State the objective of
the journal.
3. Give guidelinesonwhat
kindof topicsto include.
4. Carefullyspecifythe
criteriaforassessingor
gradingjournals.
5. Provide optimal

3. Washback
-high
Authenticity
- High
5. Emphasizingstudent’s
ownvoice.
6. Teacher can give
variousfeedback.
unfettered
writingis
anathema.
feedbackinyour
responses.
6. Designate appropriate
time framesand
schedulesforreview.
7. Provide formative,
washback-givingfinal
comments.
Conference
Practicality-
low
Reliability-
Mod
Face validity-
high
Content
validity
- high
Washback
-high
Authenticity
- High
Interview
Practicality-
mod
Reliability-
Mod
Face validity-
high
Content
validity
- high
Washback
Conferencingisa
standardpart of process
approach to teaching
writing,inwhichthe
teacher,ina
conversationabouta
draft,facilitatesthe
improvementof the
writtenwork.
- Commentingon
draftsof essaysand
reports
- Reviewingportfolios
- Respondingto
journals
- Advisingona
student’splanforan
oral presentation
- Givingfeedbackon
the resultsof
performance ona test
Examples:
-What didyoulike
aboutthiswork?
- What do youthink
youdid well?
- Howdoesit show
improvementfrom
previouswork?Can
youshowme the
improvement?
- Are there things
aboutthiswork that
youdon’tlike?Are
1. One-on-one interaction
betweenteacherand
students.
2. Teacher’sabilityto
directfeedbacktowarda
student’sspecificneeds.
3. Intrinsicallymotivating.
4. Positive washback.
1.Time
consuming
2.Subjective
to grade
3. Typically
not scored
1. Beginwithfriendly,
anxiety-lowering,“small
talk”.
2. In the warm up stage,
use relativelysimple
questions.
3. Continue withlevel-
checkand probe
questions,butadaptto
the intervieweeas
needed.
4. Frame questionssimply
and directly.
5. Focuson onlyone
factor foreach question.
Do not combine several
objectivesinthe same
question.
6. Be preparedtorepeat
or reframe questionsthat
are notunderstood.
7. Write downwith
friendlyandreassuring
closingcomments.

4. -mod
Authenticity
- mod
there thingsyouwould
like toimprove?
- Didyou have any
difficulties?
Self andpeer
assessment
Practicality-
mod
Reliability-
low
Face validity-
mod
Content
validity
- high
Washback
-high
Authenticity
- High
Listeningtask
- Listeningtotv/radio
and checking
comprehensionwith
partner.
- Askingwhenyou
don’tunderstand.
Speakingtask
- Ratingsomeone’soral
presentation
- Detectinggrammar
error
Readingtask
- Readingpassage with
self-check
comprehension
questionsfollowing
- Vocabularyquiz
Writingtask
- Revisingwrittenwork
on yourown
- Revisingwrittenwork
witha partner
- Proofreading
- Journal
1. Direct involvementof
studentsintheirown
destiny
2. The encouragementof
autonomy
3. Increased motivation
because of their
engagement
4. Helpcreate a
communityof learners.
5. Improve the product
6. Helplearnerstobe
reflective.
1. Subjectivity
2. Students
may be either
too harshon
themselvesor
too self-
flattering.
3. They may
not have
necessary
toolsto make
an accurate
assessment.
4. They may
not be able to
discerntheir
ownerror
1. Tell studentsthe
purpose of the
assessment.
2. Define the taskclearly.
3. Encourage impartial
evaluationof performance
or ability.
4. Ensure beneficial
washbackthroughfollow-
up tasks.