Performance-Based Assessment in the English Learning Process: Washback and Barriers

Abstract

In the context of assessment, performance-based assessment is one of the authentic assessments to be applied in the English classroom as the completion of the newest curriculum demands. Thus, teachers are suggested to implement this assessment in the English teaching and learning process. Concerning that fact, this current study aims at investigating the washback of the use of performance-based assessment in the English class and the barriers faced by the teachers in implementing performance-based assessment in the English learning process. This study applied a qualitative research design. Using purposive sampling, there were two teachers and 72 students who participated in this study. An open-ended questionnaire and semi-structured interview were carried out in collecting the data. The result showed that performance-based assessment affected positively to the teachers. They could identify the students’ real competence, improve their teaching quality, and assess students objectively. Further, it gives positive effects for the EFL learners in matters such as learning enthusiasm and self-confidence, boredom reduction, and skill improvement. In conclusion, the use of performance-based assessment is good at improving some teaching aspects both on teachers and students. This findings prove the importance of performance-based assessment to bost the teaching and learning quality.

Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education

“…Performance-based assessment, also called authentic assessment, is a testing method that includes a problem-solving process (Katz & Slomka, 2000; Messick, 1994; Torrance, 1995). It requires students to complete a task (such as creating a product or answering a question) on the assumption that specific, measurable attributes can be extracted from the outcome of the task to evaluate the extent of students’ learning toward the expected skill or knowledge (Gresse Von Wangenheim et al, 2021; Liu et al, 2002; Salma & Prastikawati, 2021; Xing et al, 2021). In the performance phase of SRL (Zimmerman & Moylan, 2009), it is vital for learners to effectively assess their current performance to determine whether to maintain or change their strategy (Panadero et al, 2018; Zimmerman, 2002).…”

The Pivotal Role of Performance-Based Assessment in EFL/ESL Classrooms: A Critical Appraisal

“…They are also simulation-centered because the tasks emulate and reflect real-life situations and experiences, so learners take active participation in the assessment. Therefore, PBAs increase the authenticity of the assessment (Chinda, 2014;Imsa-ard, 2021;Koné , 2021;Plam, 2008;Salma and Prastikawati, 2021;Sragen, 2017). Espinosa (2015) asserts that PBAs play an integral role in L2 classrooms because they:…”

“…Due to the limitations of traditional assessments, a growing body of literature has examined the trend of using performance-based assessment in ESL/EFL classrooms (Brooks, 1999;Chinda, 2014;Espinosa, 2015;Imsa-ard, 2021;Koné , 2021;Prastikawati, 2018;Salma and Prastikawati, 2021;Sandrocks, 2015;Sragen, 2017;Suastra and Menggo, 2020), and they have revealed the following benefits (see Figure 1).…”

The Influence of Formative Assessment Methods on Learning Outcomes of Plane Geometry by Controlling Critical Thinking Skills

“…Even the application of performance assessments will be able to improve students' creative thinking skills (Sari et al, 2020). In general, the application of performance assessments can improve the quality of teaching and learning (Salma & Prastikawati, 2021).…”