Article published in:Task-Based Language Teaching: A reader
Edited by Kris Van den Branden, Martin Bygate and John M. Norris
[Task-Based Language Teaching 1] 2009
► pp. 477–494
Chapter 21. The role of task and task-based assessment in a content-oriented collegiate FL curriculum
This article explores the role of task and task-based assessment in a collegiate foreign language (FL) department that shifted its entire undergraduate curriculum from a form-based normative approach to a language-use and language-meaning orientation for instruction. It examines how the demands for specificity that characterize task-based assessment contributed significantly to an enhanced knowledge base and a new educational culture on the part of practitioners, faculty and graduate students, primarily in literary cultural studies. Deeper insights were obtained not only in terms of assessment but also with regard to the relationship between (1) curriculum, instruction and learning goals and (2) outcomes in such an adult FL program and, ultimately, with regard to possibilities for an expansive interpretation of the notion of task itself.
Published online: 05 March 2009