Research on Integrated Performance Assessment at the Post-Secondary Level: Student Performance Across the Modes of Communication

Abstract

This article reports on a performance-based assessment research project conducted at the US Air Force Academy during the 2004–2005 academic year. The primary purpose of the research project was to measure post-secondary students’ progress towards meeting the Standards for Foreign Language Learning in the 21st Century – specifically the three modes of communication. The article explains how Integrated Performance Assessment measures learners’ language performance in light of current research in foreign language assessment. The paper demonstrates a sample Integrated Performance Assessment for a post-secondary Spanish culture and civilization course, and shares data on the students’ performance for the interpretive, interpersonal, and presentational modes of communication. Correlational data on the impact of middle and high school language learning on post-secondary language performance is also shared. Finally, the paper argues that, unlike traditional testing formats, integrated performance assessment connects teaching, learning, and assessment seamlessly.

Effective Use of Performance-based Assessments to Identify English Knowledge and Skills of EFL Students in Ecuador

“…The primary purpose of this study was to determine if using performance-based assessments had any effect on students' language learning process (Glisan et al, 2007). As a result, the article reported that PBAs improved students' oral skills and encouraged teachers to connect teaching, learning, and evaluation effectively.…”

“…When instructors implement authentic assessment in classrooms where English is taught as a foreign language (EFL), they give students the opportunity to demonstrate their active use of English to complete tasks or solve problems (Glisan et al, 2007;McKay, 2006). Therefore, they can motivate students to see English as a real means of communication.…”

“…The philosophy behind performance-based assessment is that knowledge is constructed during learning, and that students discover knowledge for themselves rather than receive knowledge from the teacher (Glisan et al, 2007;Herrera et al, 2013). Also, unlike old traditional assessment practices, in which feedback meant returning test scores to students, in performance-based assessment practices, feedback is considered an important tool to improve student learning and teacher instruction.…”

“…Besides, PBAs evaluate not only the final outcome but also the procedures and strategies used to obtain that outcome. Through performance-based assessments, students' understanding and reasoning are tested to determine how well they can apply what they know (Glisan et al, 2007;Herrera et al, 2013). Therefore, these evaluation instruments provide information in depth about students' knowledge and skills.…”

“…For instance, the tasks may include giving oral reports, writing essays, participating in interviews, among others. That is why government policies all around the world are increasingly requiring performance-based assessment in all areas of education, including language education (Glisan et al, 2007) since they are practical tools that can be used to improve education and positively impact learners and instructors.…”