What type of assessment is used when students present research topics to the class and are evaluated on content and language?

The assessment where students present research topics to the class and are evaluated on both content and language is classified as performance-based assessment. This approach focuses on the demonstration of skills and knowledge through actual performance, rather than just traditional testing methods. In this scenario, students are required to actively engage in the process of researching, organizing their thoughts, and presenting their findings effectively.

This type of assessment allows educators to gauge not just the knowledge students have acquired, but also their ability to communicate that knowledge clearly and effectively, using appropriate language and presentation skills. It encourages deeper learning and application of concepts, since students must synthesize information and present it in a way that is understandable to their peers.

In contrast, technology-based assessments might involve the use of digital tools or platforms for evaluation, strategy-based assessments focus on specific techniques or methodologies applied in a learning context, and fact-based assessments typically center around the recollection of factual information without necessarily assessing higher-level skills like application or presentation. Performance-based assessments are particularly valuable in language learning contexts because they encompass both the content knowledge (the research topic) and the skills necessary for effective communication.