Speaker
Description
Traditional English proficiency tests often fail to reflect how teachers use language in authentic classroom situations. To address this gap, Scenario-Based Assessment (SBA) provides a more realistic and meaningful way to evaluate English for Teaching Purposes (ETP). In SBA, test - takers respond to simulated professional contexts that mirror real teaching challenges, allowing assessors to examine their communicative and pedagogical competence.
This paper introduces the concept and potential of SBA in assessing teachers’ English. It draws on Purpura’s (2016) cognitive and communicative model of language ability, Kunnan’s (2004, 2018) principles of fairness and ethical validation, and Carless’s (2007, 2015) framework of learning-oriented assessment. Together, these perspectives show how SBA can integrate authenticity, validity, and formative value into assessment design.
Building on existing research (e.g., Chapelle, Enright, & Jamieson, 2008; Watanabe, 2019; Kane, 2013), the presentation illustrates how scenario-based tasks can reveal teachers’ ability to interpret classroom situations, make contextually appropriate language choices, and reflect on their pedagogical decisions. By linking assessment with real teaching communication, SBA not only measures teachers’ English proficiency but also fosters their ongoing professional development.
Keywords: Scenario-Based Assessment; English for Teaching Purposes; Language Assessment; Professional Development
