Task-Based Learning - Revision history

Marcos Benevides at 06:16, 6 February 2020

2020-02-06T06:16:53Z

Marcos Benevides at 06:08, 6 February 2020

2020-02-06T06:08:50Z

Marcos Benevides at 06:08, 6 February 2020

2020-02-06T06:08:22Z

Marcos Benevides at 06:05, 6 February 2020

2020-02-06T06:05:03Z

Marcos Benevides at 06:02, 6 February 2020

2020-02-06T06:02:42Z

Marcos Benevides at 07:36, 21 January 2020

2020-01-21T07:36:02Z

Marcos Benevides at 22:34, 25 September 2019

2019-09-25T22:34:43Z

Marcos Benevides at 22:32, 25 September 2019

2019-09-25T22:32:59Z

Marcos Benevides at 22:32, 25 September 2019

2019-09-25T22:32:14Z

Marcos Benevides at 22:31, 25 September 2019

2019-09-25T22:31:17Z

← Older revision		Revision as of 06:16, 6 February 2020
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	The example above is for a speaking task assessed on a 10-point scale, but the same basic principles apply for writing, listening, or reading tasks. First: decide ACHIEVED or NOT ACHIEVED based on task outcome. Second: if ACHIEVED, decide how well and give feedback; if NOT ACHIEVED, give feedback and allow another attempt.		The example above is for a speaking task assessed on a 10-point scale, but the same basic principles apply for writing, listening, or reading tasks. First: decide ACHIEVED or NOT ACHIEVED based on task outcome. Second: if ACHIEVED, decide how well and give feedback; if NOT ACHIEVED, give feedback and allow another attempt.

−	~~A useful tip~~: use even-numbered scale, so that there is no "maybe" option. ~~That is, force~~ yourself and other graders to always make that first, crucial, YES/NO decision. If necessary, get a second or third opinion from colleagues and go with the consensus.	+	Tip: use an even-numbered scale, so that there is no middle, or "maybe" option. Force yourself and other graders to always make that first, crucial, YES/NO decision. If necessary, get a second or third opinion from colleagues and go with the consensus.

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 More examples of tasks include ''Write a thank-you letter'', ''Listen to a lecture'', ''Read a news article'', and ''Make a paper airplane''. Each of these corresponds to something that is done in the real world. They may happen to include a language component, but <u>the language component is not the outcome</u>. For instance, "having spoken English well" is not the point of ordering a pizza; ''getting pizza'' is the point of ordering a pizza.
-Also note that each of these is meaning-focused and relatively unrestricted as to which language forms can be used, and how well they are used. For example, a thank-you letter could contain a number of grammar mistakes and yet still be accepted in "the real world" as a successful thank-you letter; on the other hand, it may be written in flawless prose yet be inappropriate--for example: off-topic, too short, too long, not polite enough, etc.
+Also note that each of these is meaning-focused and relatively unrestricted as to which language forms can be used, and how well they are used. For example, a thank-you letter could contain a number of grammar mistakes and yet still be accepted in "the real world" as a successful thank-you letter; on the other hand, it may be written in flawless prose yet somehow still be inappropriate--for example: off-topic, too short, too long, not polite enough, etc.
 This brings us to another crucial aspect of TBLT tasks, which is that <u>tasks must be assessed primarily according to their outcome</u>. Whether a learner can order a pizza appropriately should be measured first by whether that pizza has—or, in a classroom situation, ''would have''—arrived, and not by whether the learner has used specific target language items such as “Could I have extra cheese?” or “That will be $20 please”.

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 More examples of tasks include ''Write a thank-you letter'', ''Listen to a lecture'', ''Read a news article'', and ''Make a paper airplane''. Each of these corresponds to something that is done in the real world. They may happen to include a language component, but <u>the language component is not the outcome</u>. For instance, "having spoken English well" is not the point of ordering a pizza; ''getting pizza'' is the point of ordering a pizza.
-Also note that each of these is meaning-focused and relatively unrestricted as to which language forms can be used, and how well they are used. For example, a thank-you letter could contain a number of grammar mistakes and yet still be accepted in "the real world" as a successful thank-you letter; on the other hand, it may be written in flawless prose yet inappropriate.
+Also note that each of these is meaning-focused and relatively unrestricted as to which language forms can be used, and how well they are used. For example, a thank-you letter could contain a number of grammar mistakes and yet still be accepted in "the real world" as a successful thank-you letter; on the other hand, it may be written in flawless prose yet be inappropriate--for example: off-topic, too short, too long, not polite enough, etc.
 This brings us to another crucial aspect of TBLT tasks, which is that <u>tasks must be assessed primarily according to their outcome</u>. Whether a learner can order a pizza appropriately should be measured first by whether that pizza has—or, in a classroom situation, ''would have''—arrived, and not by whether the learner has used specific target language items such as “Could I have extra cheese?” or “That will be $20 please”.

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 More examples of tasks include ''Write a thank-you letter'', ''Listen to a lecture'', ''Read a news article'', and ''Make a paper airplane''. Each of these corresponds to something that is done in the real world. They may happen to include a language component, but <u>the language component is not the outcome</u>. For instance, "having spoken English well" is not the point of ordering a pizza; ''getting pizza'' is the point of ordering a pizza.
-Also note that each of these is meaning-focused and relatively unrestricted as to which language forms can be used, and how well they are used. For example, a thank-you letter could contain a great number of grammar mistakes and yet still be received as an "successful" thank-you letter; on the other hand, it may be written in flawless prose and yet be inappropriate for other reasons.
+Also note that each of these is meaning-focused and relatively unrestricted as to which language forms can be used, and how well they are used. For example, a thank-you letter could contain a number of grammar mistakes and yet still be accepted in "the real world" as a successful thank-you letter; on the other hand, it may be written in flawless prose yet inappropriate.
 This brings us to another crucial aspect of TBLT tasks, which is that <u>tasks must be assessed primarily according to their outcome</u>. Whether a learner can order a pizza appropriately should be measured first by whether that pizza has—or, in a classroom situation, ''would have''—arrived, and not by whether the learner has used specific target language items such as “Could I have extra cheese?” or “That will be $20 please”.

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 == About Task-Based Learning ==
-[https://en.wikipedia.org/wiki/Task-based_language_learning Task-based learning] (TBL) is a communicative approach to language instruction which focuses on the successful completion of “tasks” as its primary goal. Other terms which are often used interchangeably, are ''task-based language teaching'' (TBLT), ''task-based language learning'' (TBLL) and ''task-based instruction'' (TBI).
+[https://en.wikipedia.org/wiki/Task-based_language_learning Task-based learning] (TBL) is a communicative approach to language instruction that focuses on the successful completion of “tasks” as its primary goal. The term is often used interchangeably with ''task-based language teaching'' (TBLT), ''task-based language learning'' (TBLL) or ''task-based instruction'' (TBI).
 Tasks are usually defined as:

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 If STOP, what were the issues? Were there nevertheless some redeeming qualities? Inform the learner that they did not achieve the task and why. Whenever possible, allow them to attempt the task again.
-'''Example scoring criteria ACHIEVED:'''
+'''Example scoring criteria for ACHIEVED:'''
 '''10'''   No grammar mistakes worth mentioning. Vocabulary use was very appropriate. Pronunciation was exceptionally clear. Speech was very smooth and fluent. Gestures, facial expressions and manner were effective and natural. Speaker was very confident and engaging.

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 '''Step 1: Decide <u>ACHIEVED</u> or <u>NOT ACHIEVED</u> based on the task outcome.'''
-Ask yourself: ''Is this an adequate example of the task type?" Literally, did the learner do the thing they were asked to do?
+Ask yourself: ''Is this an adequate example of the task type?'' Literally, did the learner do the thing they were asked to do?
 In other words, could the task outcome be reasonably acceptable by an “average” fluent speaker of English? It needs to have been adequately clear, on topic, short or long enough, informative enough, etc. to achieve its intended purpose. At this stage, avoid judging discrete language features. You are making a holistic decision only.

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 In short, task-based assessment works like this:
-'''Step 1: Decide <u>ACHIEVED or NOT ACHIEVED</u> based on the task outcome.'''
+'''Step 1: Decide <u>ACHIEVED</u> or <u>NOT ACHIEVED</u> based on the task outcome.'''
 Ask yourself: ''Is this an adequate example of the task type?" Literally, did the learner do the thing they were asked to do?

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 Now, let's say we are grading the task on a 10-point scale. If the learner appropriately completes the task (i.e. <u>they tell a story</u> within these parameters, regardless of how “good” it actually was), then they pass. Their grade will be somewhere between 6 and 10.
-If they could not accomplish the task (i.e. they could barely be understood, or if what they produced would not reasonably be called “a story”) then they fail. Also, if they spoke reasonably well but did not stay within the parameters—for example if they spoke for only one minute, or spoke about an entirely different topic—then they did not complete the task and they fail. Their grade will be between 1 and 5. (In a classroom situation, this would be an opportunity for feedback and a chance to do it over, especially if students are not used to task-based criteria for assessment.)
+If they could not accomplish the task (i.e. they could barely be understood, or if what they produced would not reasonably be called “a story”) then they fail. Also, if they spoke reasonably well but did not stay within the parameters—for example if they spoke for only one minute, or spoke about an entirely different topic—then they did not achieve the task outcome adequately and they "fail". In a classroom situation, this may be an opportunity for feedback and a chance to do it over, especially if students are not yet used to task-based criteria for assessment.
-The next step is to assess <u>how well</u> the task was achieved. Now—that is, secondarily—we can look at things such as pronunciation, vocabulary and grammar. Bear in mind that, if an appropriate task outcome has been achieved, then by definition we already know that the learner's pronunciation, vocabulary and grammar are at least at an acceptable level for the task. They could not have achieved the task otherwise.
+If the learner achieves the task outcome adequately, the next step is to assess <u>how well</u> the task was achieved. Now, secondarily, we can look at things such as pronunciation, vocabulary and grammar. Bear in mind that, if an appropriate task outcome has been achieved, then by definition we already know that the learner's pronunciation, vocabulary and grammar are at least at an acceptable level for the task. They could not have achieved the task otherwise.
 In short, task-based assessment works like this: