This document discusses evaluating language learning tasks. It provides definitions of evaluation and identifies three key areas to consider when evaluating tasks: problematicity, implementability, and combinability. Problematicity refers to how well a task reveals learner abilities and knowledge. Implementability considers the resources and complexity required. Combinability is the ability to sequence tasks. The document then provides a checklist for evaluating tasks, outlining factors to consider for goals/rationales, input, procedures, role/setting, implementation, grading, integration, and assessment/evaluation.

1. Presented By:
• Nimra 9506
• Ayesha 9508
• Saira 9512
• Mehreen 9550
• Janeeta 9551
• Nimra Zainab 9554
• Tuba 9558
• Shazmina 9570

2. Topic : Evaluating Task
Introduction
Evaluation task is so obvious way of the information in the task evaluation.
Evaluating means making judgment about something. Here
Is the evaluation task means checking about the accuracy of the task, that is
used for second language learning.

3. Definition
Evaluation can be used to determine the pedagogical merits of one
activity, or it can be used to facilitate the process of curriculum
development.
Ellis (1998)

4. Three Areas of Evaluating
Tasks
By Candlin (1978)
 Problematicity
 Implement Ability
 Combinability

5. Problematicity
Problematicity refers to the extent to which a given task reveals variations in
learners abilities and knowledge, the extent to which it is diagnostic or
explanatory, whether it provides monitoring and feedback, and whether it
can be used as a basis for future action.

6. Implementability
Implementability involves a consideration of the resources
required,
the organizational and management complexity, and the
adaptability of the task.

7. Combinability
Combinability requires us to consider the extent to which the
task can be sequenced and integrated with other tasks.

8. Checklist for Evaluation
Task
 Goals & Rationales
 Input
 Procedure
 Role and Setting
 Implementation
 Grading
 Integration
 Assessment and Evaluation

9. Goals & Rationale
Goals
Aims of doing something.
Rationale
The logic behind something. Or you can say that it is the reason behind
something or how you would explain something.
In Goals & Rationale these question we will be like that
1. To what Extent is the goal of task obvious to you and to your students.
2. Is the task appropriate to the learners proficiency (skill) level.
3. To what extent does the task reflect the real world or pedagogical
rationale? Is this appropriate.
4. Does the task encourage learner to apply classroom learning to the
real world?
5. Is the task likely to be interesting and motivating to the students?

10. Input
1. What form does the input take?
2. Is it authentic?
3. If not, is it appropriate to the goals of the task?

11. Are the procedures appropriate to the goals of the task?
If not, can they be modified to make them more appropriate?
Is the task designed to stimulate students to use bottom-up or top-
down processing skill?
Is there an information gap or problem which might prompt a
negotiation of meaning?
Are the procedures appropriate to the input data?
Are the procedures designed in a way which will allow learners to
communicate and cooperate in groups ?
Is there a learning strategies dimension, and is this made explicit to
the learners?
Is there a focus on form aspect and, if so, how is this realize.
Procedures

12. Role and Setting
What learner and teacher roles are inherent in the task?
Are they appropriate?
What levels of complexity are there in the classroom organization
implicit in the task?
Is the setting confined to the classroom?

13. Implementation
Does the task actually engage the learners interest?
Do the procedures prompt genuine communicative interaction
among students?
Does anything unexpected occur as the task is being carried out?
What type of language is usually stimulated by the task?
Is this different from what might have been predicted?

14. Grading
Is the task at the appropriate level of difficulty for the students?
If not, is there any way in which the task might be modified in order to make it
either easier or more challenging?
Is the task structured so that it can be undertaken at different levels of
difficulty?

15. Integration
What are the principles upon which tasks are sequenced?
Do tasks exhibits the task continuity’ principle?
Are a range of macro skills integrated into the sequence of
tasks?
If not, can you think of ways in which they might be integrated?
At the level of the unit or lesson, are communicative tasks
integrated with other activities and exercises designed to
provide learners with mastery of the linguistic system?

16. Assessment and Evaluation
What means exist for the teacher to determine how successfully the learner
have performed?
Does the task have built into it some means whereby learners might judge how
well they have performed?
Is the task realistic in terms of the resources and teacher expertise it demands?