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Speaking Questions

The document presents a series of questions focused on authentic assessment in university EFL/ESL contexts. It explores the design of assessment tasks, the advantages of authentic assessment over traditional methods, and the role of teachers and students in the assessment process. Additionally, it addresses challenges and strategies for implementing authentic assessment effectively in large classes.

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Adriana Ruiz
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3 views1 page

Speaking Questions

The document presents a series of questions focused on authentic assessment in university EFL/ESL contexts. It explores the design of assessment tasks, the advantages of authentic assessment over traditional methods, and the role of teachers and students in the assessment process. Additionally, it addresses challenges and strategies for implementing authentic assessment effectively in large classes.

Uploaded by

Adriana Ruiz
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

SPEAKING QUESTIONS

1) How would you design an authentic assessment task to evaluate


students’ ability to participate in an academic discussion related to
their field of study?
2) In what ways does authentic assessment better reflect communicative
competence than a traditional grammar-based written test in a
university EFL class?
3) How can Task-Based Language Teaching (TBLT) be used as a
framework for assessing integrated language skills through authentic
tasks?
4) What role does the teacher play when assessing students’ oral
presentations as an authentic assessment activity at the university
level?
5) How can authentic assessment be used to measure students’ ability to
use English for professional or workplace communication?
6) What strategies can instructors use to ensure reliability and fairness
when evaluating speaking or writing through performance-based
assessment?
7) How does authentic assessment promote learner autonomy and
motivation in university EFL/ESL students?
8) What challenges might a teacher face when implementing authentic
assessment in large university EFL classes, and how can these
challenges be addressed?
9) How can peer assessment and self-assessment be incorporated into
authentic assessment to support reflective learning?
10) How can universities balance the use of authentic assessment
with the demands of standardized testing systems?

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