Communicating Assessment Information in the Context of a Workplace Formative Task

Abstract

• Background: This article describes a theoretically grounded approach to scoring and communicating assessment information to teachers and students in the context of a prototype used to assess Workplace English Communication (WEC). WEC includes skills needed to succeed in a digitally evolving workplace that increasingly requires such skills to carry out workplace-relevant activities. We elaborate on issues relevant to the design and evaluation of score reports for formative purposes, the design of the WEC prototype including the construct, tasks and scoring approaches used to produce profiles of students based on their response behavior patterns (Andrews-Todd et al., 2018), and the process of designing prospective score reports for teachers and students in the WEC context.