Assessing What Matters within Content-Based Foreign Language Teaching through Integrated Performance Assessment
The assessment literature in content-based instruction (CBI) has almost exclusively focused on the development of learners’ language skills rather than on the development of content knowledge. Despite calls for the systematic monitoring of the development of both content and language skills (e.g., Gottlieb, 1999; Mohan, 1986; Morgan, 2006; Short, 1999; Stoller, 2004), little progress has been made in the field in terms of assessing the development of content knowledge as a construct separate from language skills. Moreover, the advocacy for content and language assessments has come primarily from the field of English as a second language (ESL), where the priority for the learner is to develop the content knowledge articulated by external high-stakes testing, that is, No Child Left Behind (NCLB) in the United States. High-stakes and classroom-based assessment models in ESL seek to develop students’ academic English so that students can better access core content knowledge (See, for example, Llosa (2011) for a discussion).