This document discusses creating performance assessment tasks for language learning. It provides examples of tasks for the three communication modes: interpretive, interpersonal, and presentational. For interpretive tasks, learners react to and interpret authentic materials such as articles, advertisements, or films. Interpersonal tasks involve spontaneous exchanges between learners to obtain or provide information. Presentational tasks require learners to transfer their knowledge to create new outputs such as brochures or presentations. The document emphasizes using authentic materials and tasks that mirror real-world communication to best assess language performance.

1. Creating Performance
Assessment Tasks
Dr. Jennifer Eddy
Queens College, City University of New York
WorldLanguageEd@aol.com

2. • Using a language appropriately in any given
culture requires high adaptability, tolerance of
new situations, dealing with incomplete
information, and problem-solving without cues.
• Assessment that most closely meets these
criteria will be the best evidence of
understanding and true performance.
Jennifer Eddy (2006)

3. Transfer—What is it?
• The ability to use of knowledge and skills in a different
context, setting, or situation from how it was originally
learned on one’s own, with few to no cues or supports.
• The more complexities or variables the task contains, the
more it demonstrates transfer and true understanding.
• Thoughtful use of a repertoire, as opposed to just cued,
simple plug-in or rote response.
Jennifer Eddy (2006)

4. Consider what happens anytime we
communicate:
• Interactions are non-scripted.
• Information has gaps.
• Materials are not filtered, arranged cleanly
or adapted.
• We sift through anything we hear or see to
get precisely what we need to solve a
problem or create a product.
Jennifer Eddy (2006)

5. Transfer
• Without transfer tasks, the learner will not
be able to develop the flexibility required
when faced with unexpected situations
they will encounter in the target culture.
• Transfer is the hallmark of a well designed
performance task in a language class.
Jennifer Eddy (2006)

6. Turnarounds for Transfer
• Travel
• Objective: To know the tourist sites in
________.
• Task: Matching column to test locations of
tourist sites
Jennifer Eddy (2006)

7. Communication
• The Communication Standard determines
assessment and provides true evidence of learner
performance.
• The three modes of this Standard are the “moves
for the game.”
• Integrated Performance Assessment cycle and
feedback make assessment for instruction a
seamless process
Jennifer Eddy (2006)

8. Performance Assessment in the
Three Modes
Our Communication
Standard
Interpretive Mode Tasks
React to info, infer
Interpretive mode
Presentational mode
Interpersonal Mode Tasks
Acquire new info, negotiate
Presentational Mode Tasks
Create a product, recreate text
Interpersonal mode
Jennifer Eddy (2006)

9. Interpretive Mode
• Comprehension of words, concepts, ideas, meaning
of entire piece
• Must be motivated by a culturally authentic piece they
hear, view, listen to or read.
• Text, poem, film, work of art, song, poem,
advertisement, music video, book
• Translation is not an Interpretive mode task.
Jennifer Eddy (2006)

10. What is it?
• Newspapers
• Announcements
• Catalogs
• Recorded messages
• Short stories
• Music
• Internet sites
• Film and Theatre
• Blogs
• Signs
• Recipes
• Schedules
• Letters/email
• Maps
• Magazines
• Cartoons
• Poetry
• Podcasts
• Conversations
• Instructions
• Debates
• TV variety shows
• TV public service
• Game shows
announcements
• Soap operas
• Radio commercials,
• Youth-oriented TV shows announcements, weather
• Satellite radio (XM)
Jennifer Eddy (2006)

11. Where to find it
• Reputable Web sites
• Examples: online shopping advertisements or websites,
advertisements, metro maps, bus/train schedules, online
museums, menus real estate ads, school websites
• Publications
• Films
• Photographs and drawings
• Songs or Music
• Visual or Performing Art
• Radio and Television
• Authentic menus, maps, advertisements
• Schedules, receipts, forms, posters, brochures
Jennifer Eddy (2006)

12. Sample Interpretive tasks
• listen with visuals
• fill in graphs, charts, forms, graphic organizers
• follow a route on a map
• check-off items in a list
• draw what is described
• put sentences in correct order
• listen for the gist—identify main idea
• guess meaning from context
• identify/categorize/classify thematic vocabulary
• identify/categorize/classify authentic material
• create questions from info in the piece
• identify specific information found in the piece
• compose a title or headline
• paraphrase in native language/target language
• brainstorm and categorize synonyms
Jennifer Eddy (2006)

13. Interpretive Task
Travel
Using the different travel brochures and
websites from various towns and cities in ___
categorize on your chart which towns or cities
are the best places to visit for the following:
Music
Historic Sites
Easy transportation
Special Events
Places great for families
Shopping
Low cost or free places to go
Art or local crafts
Jennifer Eddy (2006)

14. Interpersonal Mode
• Interpersonal mode tasks are spontaneous
exchanges that involve negotiation of
meaning between people, unrehearsed, non-
scripted. Use information from the interpretive
task.
• Come with information the other learner does
not have, creating an info gap to provide and
obtain information
• Memorized, scripted dialogue readings, or
skits are not Interpersonal Mode tasks.
Jennifer Eddy (2006)

15. Sample Interpersonal Tasks
• Meeting and Greeting
• Making a purchase
• Ordering in a restaurant
• Obtaining directions
• Face to face or telephone conversations
• Transactions
• Debates
• Discussing events of the day
• Making plans
• Negotiating who does what, gets what, with who, how,
and where
Jennifer Eddy (2006)

16. Interpersonal Task
Travel
• Using the chart, tell your partner the towns
or cities you would like or not like to visit,
based on the information from the
categories.
Jennifer Eddy (2006)

17. Presentational Tasks
must involve Transfer
The best tasks or activities are those that transfer or
transpose knowledge to a new and different context
from that in which it was initially learned.
These tasks require learners to solve problems,
create a new product, use the content for a real
world purpose other than display for the teacher or
classroom.
Presentational mode tasks allow learners time to
rehearse, revise, rewrite, consult sources, or
otherwise prepare ahead of time.
Jennifer Eddy (2006)

18. Sample Presentational tasks
• Perform a step-by-step activity
• Brochure or Itinerary
• Design oral/video presentation
• Letter
• Web pages (Mock facebook or my space page)
• Advertisement
• Agenda, Schedule or Plan of the day, week
• New beginning or ending of story, song
• Visuals based on topic or text
• Solve a problem
• Demonstration
• TV or Radio spot
• Design a survey and present findings
• Public Service Announcement or Infomercial
• Essays, Plays
• Poem, Song, Rap
• Storyboard
Jennifer Eddy (2006)

19. Turnarounds for Transfer
• Objective: To know the tourist sites in
______.
• Task: Matching column to test locations of
tourist sites
Turnaround:
• Where people choose to travel depends a
lot on their interests and needs.
Jennifer Eddy (2006)

20. Presentational Task
Turnaround for Transfer
• You are a travel agent specializing in travel to _____.
Your clients are all different. Create an itinerary suited
for each group, keeping in mind the possible interests
and needs of the client.
• 1. A family of 5 with young children.
• 2. A businessperson who is a history buff.
• 3. Three college students with a limited budget.
• 4. Grandparents who love small towns, local crafts, and
music.
Jennifer Eddy (2006)

21. Remember…
The Communication Standard is
The backbone of the assessment system.
Interpretive tasks need culturally authentic material.
Interpersonal tasks require negotiation of meaning
and flow from Interpretive mode information.
Presentational tasks need transfer
Dr. Jennifer Eddy
WorldLanguageEd@aol.com
Jennifer Eddy (2006)