Task-Based Language Assessment: Implications for the Language Classroom

With a communicative approach to language testing, performance assessment has taken on a prominent role in testing systems around the world. Specifically, task-based assessment (TBA) is now being used to make inferences about people’s language ability and what they can do with this construct under realistic communicative scenarios. This reflection paper discusses central issues in TBA, and in doing so, it shows that TBA can be observed through a classroom-assessment lens, an idea I present as Instructional Task-Based Assessment (ITBA). The paper starts by reviewing the meaning of tasks, then discusses problems with TBA and finally offers a checklist for teachers to explore TBA in classroom contexts. I also include limitations of the proposal and conclusions

Creating G-Class: A gamified learning environment for freshman students

In this era of digital media, teachers are competing against technological advancements in gaining students’ engagement and attention. Incorporating game elements in the learning environment known as gamification is a new field of study that re-engages students in learning. This study was done primarily to create a gamified learning environment that will serve as another teaching strategy to engage students in learning. The learning environment was aligned with the principles of gamification and was called Gamified-Class or simply G-Class. Using data gathered from 27 freshman college students, G-Class was developed following the Analysis–Design–Development–Implementation–Evaluation model of instructional design and using the Mechanics–Dynamics–Aesthetics framework of game design. The material was implemented in a General Physics class through a quasi-experimental research design. A G-Class mobile and desktop application together with a user guide was created. G-Class was evaluated both as instructional design material and as instructional task. As an instructional design, it was assessed in terms of content and learning objectives; design, interactivity, and usability; and assessment aligned with learning outcomes. As an instructional task, G-Class was assessed using the Intrinsic Motivation Inventory which consisted of four subscales in a 7-point Likert scale, namely, interest/enjoyment, perceived competence, choice, and pressure/tension. Overall, G-Class was given positive rating both as instructional material and as instructional task. With an overall rating of 5.60, students were found to be more engaged with their subject. Applying gamification in the learning environment pointed to its beneficial effects in enhancing students’ engagement in learning.

A Historical Overview of Writing and Technology

This chapter discusses the history of writing and technology and offers an overview of the integration of advances in the use of technology in the writing classroom. The author has framed this overview by highlighting the importance of selecting the most appropriate tool for any instructional task. Grounded in the belief that writing is a key skill for students to master for success in the classroom and, more importantly, beyond the classroom, this chapter is designed to open a theoretical and practical dialogue between readers and this book about how to best theorize and enact meaningful writing instruction in the digital age.

The Relationship between Subject-Matter Expertise and Accountability in Instructional Tasks

The ecological model was used to examine the relationship between subject matter expertise and the conduct of a teacher’s instructional task system. Nine teachers were studied when teaching activities with which they self-reported as having higher or lower levels of subject matter expertise. The findings suggest that higher levels of expertise by teachers in certain areas result in two specific changes in the academic work of physical education. The first is a provision of more tasks, and particularly more extending tasks, while the second is an accountability focus centered more so on the quality of the performance than a level of participation or effort.