Speaker
Description
Scenario-based assessment (SBA) has been recently favorably employed for its multiple merits. SBA approach is claimed to offer a more purposeful, realistic, authentic, and culturally-sensitive assessment context, which also helps to enhance assessees’ contextualized problem-solving skills and integrated language skills (Prasetyo, 2021, Kunna et al, 2022). Numerous studies have addressed the use of scenario-based assessment in assessing language competences (Zhang et al, 2018; Gou et al, 2020; Kunnan et al, 2022), and professional competences, such as language assessment literacy (Prasetyo, 2021; Sarab & Rahmani, 2022). This study aims to examine the feasibility of SBA utilization in assessing English language teaching competence of pre-service teachers. In particular, frameworks and principles of SBA in competence-based assessment have been reviewed, based on which implications for its use in assessing the teaching competence of English language pre-service teachers are suggested.
