Students’ skills can be shown in the process of completing a task to develop a required competency. These tasks can be shown by a teacher and assessment expectations can be shown in a rubric or checklist for the student. Teachers should carefully create the checklists to represent each of the expected tasks and accomplishments. They should also show and discuss the rubric with students in order to provide a clear view of what students must do to successfully complete a task and demonstrate mastery of a given competency. Students must learn to do more than memorize and recall but to show some advance thinking skills, for example, higher order thinking skills as outlined by Bloom. With practice students will be able to acquire the skills necessary to achieve mastery.

Tools such as Bloom’s levels of cognitive domain provides ESL/EFL techniques/methods for teachers who want to add new methods for improving learning procedures. A good English teacher is actually one who searches for such techniques/methods to improve not only their own performance and delivery in class, but also helps students improve their competencies.  Students know exactly what is required for successful completion of a task and all of the components required to do so.

The new communicative English courses require the mastery of competencies across a wide variety of tasks. Students must demonstrate an ability to perform. It is no longer enough to fill in blanks or do scripted activities that may have little relevance outside the classroom. Instead, students need to show that they can actually communicate well enough to perform a real world task. These specialized tasks, examples or demonstrations are the reflection of what she/he has been learning from a communicative course.