A Review Article on Internet-Centered Language Assessment: Origins, Challenges, and Perspectives (original) (raw)
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In M. Simonson, & M. Crawford (Eds.), Selected Papers on the Practice of Educational Communications and Technology presented at the 2006 Annual Convention of the Association for Educational Communications and Technology (Vol. 2, pp. 13-21). , 2006
This article focuses on the use of computers in Language Testing. The first part of the article gives a general introduction to three different kinds of tests administered with a computer: (1) computer-based tests (CBTs), (2) computer-adaptive tests (CATs), and finally (3) web-based tests (WBTs). On the other hand, the second part of the article focuses on self-assessment and web-based tests, presenting the DIALANG project (a new European work which has developed diagnostic language assessment tools in fourteen European languages, delivered over the Internet).
Assessing Language Proficiency through Computer Technology: Potentials and challenges
Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)
Recent trends in the implementation of using computer in language learning in many Indonesian high schools have led to the development of Computer-Assisted Language Testing (CALT). The aim of this paper is to elaborate the result of analytical review of relevant and recent literatures about the potentials and challenges in implementing CALT. Research articles from reputable journals were carefully chosen and reviewed to achieve the aim of this research. There are two criteria of the selected journals, namely: 1) research published within the last ten years; and 2) research topics are related to the implementation of CALT in many different institutions around the world. The result of this research suggests that despite the challenges and some its negative aspects, CALT can be one of instrumentals in expansion and innovation in language assessment. CALT has also been suitable for the 21st century generations which are fast, dynamic, individualized and efficient, making it fit as the integral parts of Indonesian educational system.
A Review of Language Testing and Assessment in Online Teaching
International Journal of English Linguistics
In line with the increased importance of language testing and assessment in online learning, the paper sets out to present an overview of the landscape of online language testing and assessment based on available scholarship in global and Vietnamese contexts. Several benefits of online language testing and assessment are reported, including promotion of learner autonomy, evaluation of students’ progress, and convenience. Methods of online language assessment encompass collecting evidences of learning and using rubrics. A number of problems with current language testing and assessment practices in an online environment are delineated, including cheating/plagiarism, preference for selected response items, lack of validity and reliability, and increased workload for teachers. Recommendations for relevant stakeholders including teachers and teacher education institutions to improve the quality of online language assessment are accordingly presented.
COMPUTERISED LANGUAGE ASSESSMENT: LIMITATIONS AND OPPORTUNITIES
Over the last several decades advances in technology have permeated almost every aspect of education, foreign language teaching and assessment being no exception. There are a huge number of easily available technological resources, yet language teachers and those involved in designing language tests still need to gain greater familiarity with the potential benefits and challenges associated with the use of digital technology. The paper describes some of the existing digital tools for developing, administering and scoring language tests (Hot Potatoes, Moodle and AST-TEST software complex developed by a team of Russian programmers) and examines their advantages and drawbacks based on Ural Federal University's first-hand experience. The article then discusses the general advantages and limitations of computerised language tests related to their validity, reliability, practicality and impact. The essential features of the two main types of computer-based language tests (linear and adaptive) are examined: the authors advocate the use of adaptive tests exploring their multiple benefits. Special focus is given to some of the commercially-available computer-based adaptive tests of English-language proficiency (Oxford Online Placement Test, Cambridge English Placement Test, English First Standardised English Test, TOEFL IBT, BULATS, Lingua Leo, etc.); their positive and negative sides are critically evaluated. The issue of computer-assisted assessment of productive language skills is also explored, through analysing some of the existing marking software tools and computerised English-language tests that include productive skills components: the authors conclude that the idea of it being possible seems far-fetched at present. Nevertheless, the authors are broadly in favour of computer-assisted language assessment and their overall conclusion is that increased awareness of the existing digital assessment instruments, as well as of the potential opportunities and challenges related to their use would only be beneficial both for teachers and learners.
Language testing in the digital era
In E. Martín-Monje, I. Elorza & B. García Riaza (Eds.), Technology-Enhanced Language Learning for Specialized Domains. Practical applications and mobility (pp. 88-105). , 2016
The field of education has evolved in many different ways since technology was implemented as a tool that facilitates the teaching and learning process. Instructors, administrators, students, parents and book editors and writers have experienced during the last decades the greatest revolution that ever happened in the classroom. This advancement has been influenced basically by the introduction and use of the computer in the teaching and learning process. Thus, learning became significantly richer as students started having access to new and different types of information, as they manipulated it on the computer through graphic displays or controlled experiments in ways never before possible, and as they could be able to communicate their results and conclusions in a variety of media to their teachers, students in the next classroom, or students around the world. Assessment, as an integral ongoing part of such a process, has also been affected by the integration of technology. The aim of this paper is to present the history and evolution of technology-enhanced assessment in language testing from the introduction of Computer-based testing (CBT) in the mid-80s to the most recent advances in the field, focusing on the advantages and disadvantages in their use. The second part of the paper focuses on Computer Assisted Language Testing (CALT) as a field and the advantages and drawbacks associated to it. The ultimate goal of this paper is to present the current state of the art and to explore the future of technology-enhanced language testing, based on existing practices and methodologies.
International Journal of Emerging Technologies in Learning (iJET)
Computer-assisted language learning knowledge tests should no longer be designed on traditional skills to measure individual competence through traditional skills such as reading, comprehension and writing, but instead, it should diagnose interactive and communication skills in foreign lan-guages. In recent years in online education, it has been necessary to review the concept of interactive competence in digital environments in a comple-mentary way to its traditional use. It is important to promote a new typolo-gy of alternative tasks and items in tests where examinees can prove a real interactive performance in communication and interaction through the digi-tal scenario. This should be done through tools that facilitate oral negotia-tion, the management and understanding of the information extracted from online repositories, the search for suitable online digital material, and the use of new modes of audio-visual communication. Although some of these tasks have been used in a comp...
Digital-Based Language Testing Implementation Designed for Efl Learners
ACITYA Journal of Teaching & Education, 2020
The technology-based test has been a controversial issue during the last decade. On the other hand, it can offer solutions for an effective long-distance learning or e-Learning program which can be applicable in the situations where learning process is limited either in physically or time-constraint. Despite of monitoring students’ progress assessment is needed to evaluate whether the learning process is effective or not. With the intervention of internet and technology in the education field, this offers many ways to apply assessment for the learning progress. Web-based-test (WBT) offers a great varieties and features which is easily accessed. Furthermore, this research used two kinds of WBT, namely Google Form and Quizizz to look further of some benefits from these types of tests also to investigate its effectiveness. The following study applied the quantitative method where scoring result is gathered and calculated to measure the average score and the most preferable test-method....