Exploring the Potentials of Performance-Centred Instructional Design in Online and Blended Learning: Students’ Perspectives

Abstract

This study aims to clarify the potentials of performance-centred instructional design in online and blended learning. It asserts its contribution in that no research so far available has explicitly investigated how students—‘evaluatees’—evaluate the implemented course design with a 100% performance-based assessment (PA). The study consists of two parts: a comprehensive literature review on PAs, followed by a report on a survey to the students on performance-centred course experiences. The research was held in an undergraduate English programme at a Tokyo university. No test was conducted, and only performance-based evaluative methods were used throughout the two-semester course of one academic year. A survey was administered to the students after the course experience, obtaining 67 valid responses. AI research tools were also applied to the analyzes, to explore their future use. A high level of positivity toward the PA course design was obtained. Besides, the design succeeded in building students’ self-efficacy and helping them become more strategic in using the language. The perceived progress was also confirmed by an objective test held outside the current research. Furthermore, the students admitted some utility in test-based assessment, proving, on average, that the combinatory design of 75–85% PAs and 15–25% tests would be ideal. PA-centred course design has significant potential to deepen students’ learning. It provides an antithesis to a heavily test-centred teaching approach, which could limit students’ learning. It suggests that digital-based PAs be viable solutions, when meeting for tests is not feasible under emergencies, including worldwide pandemics.