Investigating EFL Students' Perceptions of the Effectiveness of Performance-Based Assessment in English Language Learning at Takhar University

Abstract

Performance-based assessment has become popular in the English language classes as an alternative to traditional paper-based tests. It provides learners to have chances of showing how much they know about certain concepts by performing presentations, role plays, portfolio and classroom performance. This paper seeks to investigate the perceptions of EFL learners of the effectiveness of performance-based assessment in the English language learning at Takhar University. In this study, quantitative research design was used, and data were collected through a questionnaire distributed to undergraduate students in the English Department. A simple random sample technique was used to collect data from 52 students (13 from each academic level). The questionnaire included several Likert-scale items, and data were analyzed using descriptive statistics. The results obtained show that there is a positive perception towards performance-based assessment among the participants. Learners perceived that performance-based assessment increased their motivation, active participation, collaboration, improved their language skills and increased their sense of responsibility towards learning. The results further revealed that learners find performance-based assessment to be more effective and authentic compared to other conventional forms of assessment. The findings suggest that performance-based assessment is an important part of the English language learning process in EFL classes. The findings may provide useful insights for language teachers, curriculum developers, and educational institutions seeking to improve assessment practices in higher education.