A Proposed Design and Rationale of Task-Based Activity as a Learning Assessment

Abstract

Language assessments are tests used to evaluate student communication ability. They are employed to source information critical to making decisions for education programs. Furthermore, language assessment can indicate a person’s level of ability to acquire, learn and use a new language (Bachman 1990 p. 94). The current article aims to design an English language assessment test to assess the language skills of listening and writing of fourth year students in a senior public secondary school in Iraq. First, the teaching context in which the assessment is designed for will be explained. Next, an illustration of the test’s purpose in language evaluation will be given. Following, the rationale underling the assessment will be addressed, with reference to theory of language and language learning. Furthermore, construct validity of the test through analysis of the outcomes of the test will be presented. Finally, the detailed procedures and the rubrics of the assessment shall be summarized.

The Effect of Role-Playing Techniques on the Speaking Skills of Students at University

“…As a result, the Iraqi government has long encouraged Iraqi students to acquire English from primary school through university. It has made significant efforts to alleviate the issue, but progress has been gradual, putting a damper on overall advances (Al Hamdany, 2018). Despite years of compulsory English classes, Iraqi undergraduates struggle with a lack of speaking skills, translating into low language proficiency (Krebt, 2017).…”