Performance Based Assessment and Virtual Reality

Delivering learning experiences in Immerse allows instructors to curate and facilitate a variety of engaging language experiences. Immerse can support the introduction and practice of new language, support practice and deeper internalization of core language, and allow for long form production and conversation as learners develop language skills. The format of virtual reality learning works best when learners are given multiple opportunities to interact and perform, allowing instructors to watch and observe performance.

Assessing Speaking on a Scale

In the communicative skills, speaking is the productive aspect of communication in which learners produce language as either presentation or interaction with others. We recommend using the Common European Framework of Reference (CEFR) and Global Scale of English (GSE) assessment framework to pinpoint performance criteria relevant for your specific lessons. The CEFR/GSE are useful to determine anticipated levels of performance relative to the ability of the learning presented. The extended GSE offers additional granular objectives useful for customizing rubrics.

For example, in a classroom where learners entered with an A2 level of ability, and course content is designed to help learners achieve A2+/B1 level ability, A2 performance in class becomes the minimum expectation, placing performance in the A2+ range as expected progress, or placing performance at the B1 range as above expectations of progress. Performance in the A1 range would be considered below expectations of performance. In each class being assessed, instructors determine the appropriate average performance relative to the expectations of progress for the institution.

Once the range of performance against the CEFR/GSE is determined instructors assess performance in class above or below expectations on a graduated scale. We have suggested a 1-5 scale that describes specific ability with performance criteria from Improvement Needed (1) to Fluent Performance (5).

As we can anticipate many institutions and instructors will have already created or developed institutional rubrics, the following Assessment Tool and relevant rubrics are designed to provide a model. Where performance assessment rubrics need to be created, the suggested resources and scale will provide guidance and examples that can be modified to more specifically reflect the needs of your classroom.

Upon request, we can provide further training and professional staff development on creating rubrics, task monitoring, and performance assessment. Please contact our support team with your interest.

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