Abstract
The purpose of this study is to suggest a sample of test tool sets for evaluating the task-based performance assessment in integrative teaching of the French language and culture. For this purpose, this study analyzed the characteristics of task-based performance assessment, the communicative competence of Hymes, Canale, Swain, and Bachman, and the cultural competence. In addition, this study investigated the competences of learner/user that Common European Framework of Reference provides. The following results were drawn: 1) assessment criteria: language competence(knowledge of language system, discourse competence, sociolinguistic competence), cultural competence(cultural knowledge, attitude, competence), task performance competence (procedural knowledge, performance competence, strategic competence), 2) subcategory and construct, and 3) self-assessment and peer assessment.
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