Task-Based Assessment:

Challenges and
Opportunities

Greg Ogilvie, Kendra LaRocque,

Camilla Terry
 Agenda
■ Perceptions of Assessment
■ Project Overview
■ Tasks and Principles of Task-Based
Language Teaching
■ Types of Assessment
■ Assessment of Example Tasks
■ Challenges and Opportunities
■ Closure
 Perceptions of Assessment
Respond at
PollEv.com/kendralarocq051
or
Text KENDRALAROCQ051 to 37607

Highlight words that come to mind in

relation to the concept
assessment
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Project Overview

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 Websites
https://tbltfrenchresources.weebly.com/

https://taskbasedbeginnerfrenchmodule.weebly.com/

https://tbltfrenchgames.weebly.com/

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 Defining ‘Task’
‘Task’ is defined by Skehan (1998) as
an activity in which:
■ Meaning is primary

■ Information gap exists

■ Relationship to real world

language usage
■ Language not regurgitated

■ Task completion has priority

Principles of Task-
Based Language
Teaching

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 Principle #1
■ Distinction between syllabus and
methodology indistinguishable as
TBLT dictates ‘what’ and ‘how’ to
teach
■ Prompts a move from teaching
points to learning opportunities
(Allwright, 2005)
 Principle #2
■ The task dictates classroom
instruction rather than emerging
from other activities within an
instructional cycle
■ Task is preeminent element of
planning and evaluation
 Richards’ (2013)
Approaches to Planning
In planning educational episodes, educators must consider the
content, process, and outcomes of instruction

Content – topics, themes, skills, etc. that are the focus

Process – how teaching is carried out (methodology/

strategies)

Outcomes – desired learning goals (linked to assessment)

 Forward Design

Content Process Outcomes

Understanding by Design
 Central Design

Content
Process
Outcomes
 Principle #3
■ Accuracy, complexity, and fluency are
addressed in TBLT with a linguistic
focus supporting the task or emerging
out of difficulties experienced during
the task
■ This maintains the focus on
communication rather than practicing
particular forms and promotes the
relevancy of grammatical instruction
Willis’ TBLT Framework
■ Willis (1996) advocated
addressing accuracy through
the structure of lessons:
a) Pre-task
b) Task
c) Post-task
(language focus)
 Principle #4
■ TBLT is student-centered in that
students influence:
1) The planning process
2) The direction of the lesson
■ The development of student
autonomy is an important
component of TBLT
 Evolution of Task Usage
LEVEL
Beginner Intermediate Advanced

Focus on
Meaning Focus on
Form

(Willis & Willis, 2007; Ellis, 2003).

 Comparison
TSLT/ PPP TBLT
■ Practice Based ■ Communication Based
■ Communication as ■ Communication as
end means to end
■ Focus on Teaching ■ Focus on Learning
Points Opportunities
■ Assumes ■ Facilitates
Homogeneity Differentiation
 Types of
Assessment

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 Assessment as
Learning
■ Assessment as Learning is
student centered.
■ Focuses on the process of
learning
■ Examples: Self-evaluation,
Peer-evaluation
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 Assessment for Learning
■ Assessment for learning is used
to determine what students can
do and know
■ Commonly seen as formative
assessment
■ Examples: KWL charts,
Observations, Student
interviews.
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 Assessment of Learning
■ Summative assessment of
student learning
■ Assessment of Learning is
to check if students have
achieved expected
outcomes
■ Examples: Projects, Exams
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Assessment of
Example Tasks

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 Analysis Activity

■ Look through the example

lessons and identify how
assessment as, for, and of
learning could be integrated
■ What criteria would you use to
summatively assess the tasks?

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 Forms of Assessment
As – Process of Learning
(self-assessment)

For – Formative Assessment

Of – Summative Assessment

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 Task-Based Assessment

■ Test ability to perform tasks,

rather than language as
object
■ Criterion-referenced

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 Summative Assessment Options

1) Task Completion as Measurable

Behavior

1) Task Completion with

Consideration for Linguistic,
Sociolinguistic or Pragmatic
Errors
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The danger of opting for the addition of a
linguistic “caboose” to a test of task-
based abilities is that it can quickly lead
to difficult questions regarding the
frequency and/or degree of
ungrammaticality or inappropriateness
that will be tolerated.

Long, 2015, p. 333

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 Challenges
■ Emphasis on numerical grading
■ Dealing with ambiguity
■ ‘Washback effect’
■ Traditional emphasis on
linguistic accuracy

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 Opportunities
■ Provides many chances for
assessment for and as learning
■ Focuses on authentic
communication/ language
usage in assessment
■ Fits well with portfolio usage

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 Comments?

Questions?

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 Perceptions of Assessment
Respond at
PollEv.com/kendralarocq051
or
Text KENDRALAROCQ051 to 37607

Highlight words that come to mind in

relation to
task-based assessment
32
 Thank you!
Contact Information
Greg Ogilvie – gregory.ogilvie@uleth.ca
Kendra LaRocque – larocquek@uleth.ca
Camilla Terry – camilla.terry@uleth.ca

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