A Learning-oriented Assessment Perspective on Scenario-based Assessment

Abstract

When most people think of language assessments, they generally recall the standardized formats of high-stakes, large-scale examinations. These assessments are widely recognized for providing valid and reliable measures of test-taker knowledge. However, recently these standardized assessments have also been criticized for not providing accurate reflections of the knowledge, skills, and abilities essential for 21^st century students to confront the era of digital communication. In order to meet these demands, assessment researchers and test designers have been re-conceptualizing test design and development procedures to provide more authentic assessments which more accurately reflect the complexity of tasks test-takers are likely to encounter in the 21^st century (Bachman & Palmer, 1996; Chapelle & Douglas, 2006; Purpura, 2004).