Students’ Evaluation of Performance-Centred Blended Learning Assessment in Japan: Can-Do and Cannot-Do Notions

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


Tests can make students feel insufficiently capable. A 100% performance-centred assessment (PA) instructional design is therefore considered a better option. This study examines a PA design wherein no tests are included, and its effects and benefits are investigated from the perspective of students. The two-semester course based on this instructional design was held for one academic year in an undergraduate English programme at a Tokyo university. A survey administered after the course experience obtained 67 valid responses revealing a high level of positivity towards the PA course design. Additionally, the course succeeded in building students’ self-efficacy and language use in a more strategic manner. Students also acknowledged the differences in the functionality between the test and PA methods, signifying a higher level of learning attained. Therefore, it can be concluded that a PA-centred course design has significant potential to deepen learning with skill-based education at the higher education level, providing a viable solution when conducting tests in person is not feasible, as during the ongoing COVID-19 pandemic.

Original languageEnglish
Title of host publicationBlended Learning
Subtitle of host publicationRe-thinking and Re-defining the Learning Process. - 14th International Conference, ICBL 2021, Proceedings
EditorsRichard Li, Simon K. Cheung, Chiaki Iwasaki, Lam-For Kwok, Makoto Kageto
PublisherSpringer Science and Business Media Deutschland GmbH
Number of pages11
ISBN (Print)9783030805036
Publication statusPublished - 2021
Event14th International Conference on Blended Learning, ICBL 2021 - Virtual, Online
Duration: 10 Aug 202113 Aug 2021

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume12830 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349


Conference14th International Conference on Blended Learning, ICBL 2021
CityVirtual, Online


  • AI text mining
  • Blended learning
  • Can-Do
  • Emergency
  • Language education
  • Performance-based assessment


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