The topic this time is: how should we mark task-based assessments which involve language production? Do you agree with Long’s position, that the litmus test remains whether or not the student can perform the task? Or should we take into account the language used to do it, included in the underlying constructs and abilities, as Geoff and Glenn argue? If so, how and to what extent?
This blog post presents an example of a productive task assessment at the end. In this case, which elements of language use would you assess, if any?
Please post a response by Wednesday April 23rd and, as ever, follow up on your fellow participants’ contributions where possible.