Chapter 4: Performance-Based Learning

Performance-based learning occurs when students learn skills, learning strategies, and some content through a range of tasks that learners must be able to perform in the unit such as listening, reading, speaking, and writing (Díaz-Rico, 2008). As the current educational focus shifts from traditional, discrete learning toward thematic, integrative learning connecting skills and content areas (Short, 1991), teachers are expected to prepare lessons in a more understandable, students-focused way. Not only is learning through the performance of the tasks engaging and meaningful to students, but also students assume a more active role in their learning process. Moreover, by matching the lesson objective to a specific level of learner’s performance and outcome that reflects some standard for the performance, performance-based learning help establish accountability in instruction.

The chapter provided valuable insights into what constitutes a performance-based learning system based on standards-based lesson and how to implement methods of assessment to establish accountability in teaching. “Using the ELD and ELA standards, teachers can work with students through a developmental framework” (Díaz-Rico, 2008, p. 73), strive to give instruction to meet the requirements of each learning level, and employ various strategies and materials that can enable learners to reach desired proficient levels. Thus, using ELD standards in instructional plan has potential for improving the outcomes of English language learner. Moreover, when assessment properly implemented according to learners’ level and their development, students will be benefited from taking assessment to monitor own both strength and weakness, and further efforts to fulfill an academic goal and based on considerate feedback. Therefore, assessment can be a useful tool for enhancing learning. To that end, assessment should be used to design instruction in such a way that can advance learners’ understanding and capabilities (Díaz-Rico, 2008).

Response to Minjung Kim (http://ridingenglish.blogspot.com)
As Minjung noted, “In PBL (Performance-Based Learning) students take responsibility for their performance and organization of the (peer or group) work while a teacher can support its learning progress of the student performance”. One of the most salient features of PBL is that it can promote learner autonomy as well as a critical and creative thinking ability through a series of virtual tasks that students must perform. While promoting learner autonomy lends itself a great objective for educators to accomplish, the construct was somewhat vague. In that sense, PBL provides us form of teaching method that is readily applicable and valid.

Response to Taehyun Kim
I agree that “teaching is both a humanistic endeavor and a science.” And my utmost concern at the moment is how we as educators can apply this humanistic teaching in second language learning. Students should be encouraged to take risks and teachers should provide timely feedback depending on their developmental stages. While struggling to find the most appropriate solution to the problem or the task, students can construct their learning. As science, it also should be noted that “the current emphasis on outcome-based learning is based on careful research on teaching and learning over the past one hundred years”. So when teachers have a good grasp of students’ learning theories, teachers will be better at employing necessary teaching materials and strategies. Most importantly, when teachers are well aware the inter-relatedness between standards and assessments, they can constitute accountability in their instruction.