Abstract
In language performance assessment it is assumed that the best way to assess one’s proficiency is to make her/him show such proficiency in a direct way in a situation close to the reality. Such view contrasts with knowledge testing which assesses language in an indirect way. This research objective is to discuss the development and application of an interdisciplinary task connecting two school subjects – English Language and Logistics – in a performance language test, investigating the correlation between these two subjects’ scores. This study uses qualitative method in order to build the test task and criteria and quantitative one to analyze the test scores. The research was developed in a public educational institution located in São Paulo metropolitan region and the results show that there is no correlation of the mean score between English language and Logistics subjects and students face more difficulties in using English than approaching the task topic content.
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