Integrating performance-based assessment and dialogic feedback in English language teacher education: a conceptual framework

The field of English Language Teacher Education (ELTE) faces a fundamental challenge in assessment, needing to both certify professional readiness and facilitate ongoing learning. While performance-based assessment (PBA) is a recognized approach, its design principles for educational productivity remain undefined. This framework aims to conceptualize the integration of PBA with dialogic feedback to address this gap, focusing on critical teaching competencies that are difficult to evaluate via traditional tests.

Why it matters

Addressing the tension between certification and developmental assessment is critical for ensuring the quality and professional growth of future educators. A robust conceptual framework for performance-based assessment, especially when integrated with dialogic feedback, can significantly improve the effectiveness of teacher education programs and ultimately enhance the caliber of professionals entering the field.

Key insights

• Teacher education assessment must serve dual, often conflicting, purposes: professional certification and learning support.
• This tension is particularly acute in English Language Teacher Education (ELTE) due to the practical, interactive nature of key teaching competencies.
• Performance-based assessment (PBA) is the accepted method for evaluating competencies like classroom management, lesson planning, and learner language interpretation.
• Despite PBA's adoption, there is no established understanding of which design features render it educationally effective.
• The presented framework proposes integrating PBA with dialogic feedback to enhance its educational impact.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1934587