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Technology-Assisted Language Assessment in Diverse Contexts

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This timely collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognises the unique pressures which the COVID-19 pandemic placed on assessment in language education, and examines the forced shift in assessment strategies to go online, the existing shortfalls, as well as unique affordances of technology-assisted L2 assessment.

By showcasing international examples of successful digital and computer-assisted proficiency and skills testing, the volume addresses theoretical and practical concerns relating to test validity, reliability, ethics, and student experience in a range of testing contexts. Particular attention is given to identifying lessons and implications for future research and practice, and the challenges of implementing unplanned computer-assisted language assessment during a crisis.

Insightfully unpacking the ‘lessons learned’ from COVID and its impact on the acceleration of the shift towards online course and assessment delivery, it offers important guidelines for navigating assessment in different instructional settings in times of crisis. It will appeal to scholars, researchers, educators, and faculty with interests in educational measurement, digital education and technology, and language assessment and testing.

Author(s): Karim Sadeghi
Series: Routledge Research in Language Education
Publisher: Routledge
Year: 2022

Language: English
Pages: 272
City: New York

Cover
Endorsements
Half Title
Series Page
Title Page
Copyright Page
Dedication
CONTENTS
Acknowledgements
Foreword by Paula Winke
List of Contributors
SECTION I: Theoretical and Methodological Concerns in Online L2 Assessment
1. Technology in Language Assessment: An Overview
2. Seeking Empirical Evidence to Support Online Test Validation: Building on the IELTS Indicator Assessment Model
3. Emergency Remote Assessment (ERA) Narratives from the UK English for Academic Purposes (EAP) Sector: Examining Validity and Longevity of Technology-Driven Solutions
4. Language Testing and Assessment in COVID-19 Pandemic Crisis
5. Argument-Based Validation in the Time of the COVID-19 Pandemic
6. Assessment without Borders: Modernising Placement Tests for Diverse Contexts
SECTION II: Reactions to L2 E-Assessment during the COVID-19 Pandemic
7. Responding to the Pandemic in New Zealand: Opportunities and Challenges for Language Assessment in One Tertiary Institution
8. Online Remote (at-Home) Assessment of Language Modules during COVID-19: Changes, Challenges, and Students’ Perceptions
9. Assessing University Students’ Writing Development and Performance during Remote Instruction
10. Fairness in Remote English Placement Testing at Iowa State University during the COVID-19 Pandemic
11. Integration of Data-Driven Learning and Assessment through a Multimodal Corpus of Learning Objects at the Time of the COVID-19 Pandemic
SECTION III: Managing L2 Assessment at the Time of the Crisis: The Way Forward
12. Test Usefulness of e-Portfolios: An Alternative Approach during and Beyond the Pandemic
13. Can Interactions Happen across the Screens?: The Use of Videoconferencing Technology in Assessing Second Language Pragmatic Competence
14. The Use of Technology for Redesigning L2 Language Assessments: Tasks Rubrics, and Feedback in Emergency Remote Teaching Contexts
15. Rethinking the Online Placement Test for a College-Level Japanese Language Program during the COVID-19 Pandemic
16. Conclusion: Lessons Learned and Lessons Not Learned
Index