Performance-Based Final Exams

Over the years I have begun to move away from the multiple-choice final exam and only require students to perform what they know and have learned through communication. This type of test allows the teacher to assess for proficiency while checking what students know and can use concerning grammar and cultural norms.

Why Performance-Based Testing

Performance-based testing allows the teacher to see the student’s growth in many areas of language development. The test itself is a great way for teachers to challenge their students in the language while building their confidence.

The performance-based test should be a scenario that can take place in the real-world. It should be a topic that will engage your student population and allow them enough lead way to show what they can do at various levels of proficiency without giving them a checklist. What I mean by this is the prompt must be broad enough for students to showcase their skills but not so specific it overwhelms the student. Avoid giving specifics like five WH questions, two time indicators, etc.

In the past, I have been guilty of prompts that were very specific in nature. Such as telling students, “you must include two WH questions, one rhetorical question, and agreement verb and a negation.” Really, we need to stand back and see what students know and can produce during the exam. They need the freedom to process the input you have given them and change it into output, or expressive and receptive communication.

Final Exam

This year for our final exams, the department got together and created prompts that we hope will be engaging to all students. The students get to create a persona and then meet people on a cruise ship. This persona and cruise ship theme will continue for each midterm and final exam for levels 1 – 3.

To make the exam more exciting we have a ship backdrop, captain hats, and sailor hats as props for the exam. I have also ordered some