ASSESSING DISCOURSE COMPETENCE THROUGH PROJECT-BASED LEARNING IN HIGH SCHOOL

This study examines Project-Based Learning (PBL) as a cutting-edge and successful technique for evaluating high school students' discourse competency. Success in academic and professional settings depends on one's capacity for discourse competence, which is the ability to communicate in a variety of social, cultural, and academic situations in an appropriate and effective manner. Standardized tests and quizzes are examples of traditional evaluation techniques that frequently fall short of capturing the dynamic, interactive character of language use. By carefully examining previous research and case studies, the study emphasizes the advantages and difficulties of employing PBL as a language proficiency evaluation method. Additionally, a useful framework for applying PBL in the context of assessing discourse competency is put out, giving teachers precise instructions on how to use it.