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In:Broadening the Horizon of TBLT: Plenary addresses from the second decade of the International Conference on Task-Based Language Teaching
Edited by Martin East
[Task-Based Language Teaching 17] 2025
► pp. 147–161

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Chapter 8
From CAF to CAFFA

Measuring linguistic performance and functional adequacy in task-based language teaching

 | University of Amsterdam
 | University of Amsterdam
Published online: 24 April 2025
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https://doi.org/10.1075/tblt.17.08kui
Abstract
Linguistic performance elicited by language tasks has generally been operationalised and measured in terms of complexity, accuracy, and fluency (CAF). We argue, however, that the assessment of second language (L2) proficiency is impossible without considering the efficacy and appropriacy of L2 performance, so-called Functional Adequacy (FA). From the perspective of task-based language assessment, FA is conceived of as a multi-layered, goal-directed, task-related construct, in terms of successful task completion by the speaker/writer. In this chapter, we discuss the rating scale for FA with regard to the assessment of oral and written performance developed by Kuiken and Vedder (2017) which was tested out for different tasks and languages. We also indicate future directions for research on FA, particularly with respect to reliability and validity, FA in relation to (sub)components of CAF, use of the scale in classroom practice, and assessment of interactional tasks.
Article outline
  • Introduction
  • The FA rating scale
    • The FA rating scale in research
  • Future directions
    • Reliability and validity
    • FA in relation to (sub)components of CAF
    • FA in classroom practice
    • FA in interactional tasks
  • Concluding remarks
  • Notes
  • References
  • Appendix
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