Performance assessment in the classroom

Research output: Chapter in Book/Report/Conference proceedingChapter in a book


In the field of language assessment, the development and use of performance assessment have been driven or inspired largely by communicative language teaching and learning, along with the performance assessment movement in education. This chapter consists of three main sections: defining performance assessment, designing performance assessment, and future directions of performance assessment. First, the chapter reviews the rationales, conceptualizations, and characteristics of performance assessment in educational and language assessment. Then it focuses on the roles of language and performance in performance assessment with regard to task design and evaluation criteria, before examining further the challenges and barriers faced by teachers, education authorities, and examination boards when implementing language performance assessment. Finally, a number of suggestions are made for integrating different aspects of language performance assessments to enhance the validity argument for the use of language performance assessments for a particular purpose. The chapter suggests integrating performance assessments with teaching and learning and with teacher professional development; classroom-based or teacher-initiated performance assessments with large-scale mandated assessments; language with content knowledge; computer technology in task design and in delivery and analysis of performance data; the assessment of the process and the product of the performance; and different language skills and modes of presentations to enhance the authenticity of assessment tasks.
Original languageEnglish
Title of host publicationCompanion to Language Assessment
EditorsAntony Kunnan
ISBN (Electronic)9781118411360
Publication statusPublished - Nov 2013


  • Assessment evaluation;Assessment methods;Classroom assessment;Speaking;Writing
  • speaking
  • writing
  • classroom assessment
  • assessment methods


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