Abstract
A Performance-Based Assessment (PBA) framework designed to enhance the communicative competence and real-world readiness of adult refugee learners in an English for Speakers of Other Languages (ESOL) program is described. Grounded in sociocultural and communicative language teaching theories, this approach intentionally blurs the lines between instruction and assessment, using authentic tasks like collaborative discussions and presentations to foster practical skills. The theoretical rationale for PBA is followed by a description of the instructional context and the specific techniques used, including scaffolding strategies, self-assessment and rubric development. Reflecting on the implementation, we share the successes, such as increased learner confidence and engagement, and the challenges encountered, such as managing diverse proficiency levels and time constraints. The article concludes with actionable recommendations for educators seeking to implement a similar learner-centered approach in their own ESOL programs.
Recommended Citation
Mutashobya, Abdul and Holcomb, Elise
(2025)
"Performance-Based Assessment in Refugee ESOL Programs: Fostering Real-World Readiness Through Discussions and Presentations,"
MITESOL Journal: An Online Publication of MITESOL: Vol. 6, Article 2.
Available at:
https://scholarworks.gvsu.edu/mitesol/vol6/iss1/2