4 Handy Types of Assessment in Language Teaching That Stray from Tradition

4. Task-based
We mentioned the benefits of showing students what they need to improve upon versus telling them. Task-based assessments take this to a whole new level.
Use task-based assessments when you want to test a student’s speaking and comprehension. This is usually conducted in pairs or with the teacher participating, but try to avoid the latter so that all of your attention can be focused on assessing.
Diagnostic tests, for example, are often presented in straightforward, brief formats that include sections like fill-in-the-blank, correctly conjugate underlined words in a text, etc. Task-based assessments, on the other hand, can be broader.
Instead of having a student answer questions that use new political vocabulary, have them give a 15-minute presentation as if they were speaking to a UN delegation and had to argue for or against euthanasia or some other important topic.
The student’s ability to achieve this task determines the grade.
Another assignment could be the following hypothetical task:
You have a friend visiting you in your city. Your friend is thinking about moving there too. Give a 5-minute argument that tries to convince your friend that moving to your city is a great idea.
Task-based learning is perfect for testing a student’s overall speaking level and ability to use the language.
You’re probably naturally leaning towards one of the assessment methods we’ve just discussed, but the best part is that you don’t need to choose just one to take back to the classroom with you. You can use all of them or a combination.
Your students will thank you, and you’ll find yourself easily bridging the gaps in the infamous teaching-testing-learning divide.

Assessment for Learning

Assessment for Learning (AfL) is the idea that learners should be part of the the assessment process. It includes building learners' awareness of their progress in learning and encourages peer and self-assessment. Students may be asked to help design tests or the rubrics for scoring. They may also provide their classmates with suggestions and support. Assessment for Learning helps students evaluate their strengths and areas of needed improvement.
In an article by Chappuis and Stiggins (2002), three key components of Assessment for Learning are discussed:

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