A FRAMEWORK FOR ASSESSING TASK COMPLETION IN TASK-BASED APPROACH AT THE TERTIARY LEVEL

Abstract

In the context of competency-based higher education, the task-based approach has been widely recognized as an effective approach to enhancing students’ ability to use English in academic and professional contexts. However, assessment practices in task-based instruction remain limited, as traditional forms of assessment often fail to capture learners’ task performance and communicative competence. This study adopts a qualitative research approach through the analysis and synthesis of relevant international and domestic literature to examine the theoretical and practical foundations of using rubrics to assess task completion in tertiary English language teaching. The findings indicate that rubrics are an appropriate assessment tool, contributing to greater transparency and consistency in assessment. Based on the analysis, the study proposes an illustrative assessment framework and outlines an initial development and review process to strengthen its scientific basis and applicability in English-for-non-majors contexts.