Technology-Assisted Language Assessment in Diverse Contexts

Lessons from the Transition to Online Testing during COVID-19
1. Auflage 2022
ISBN: 978-1-032-11769-0
Verlag: Routledge

Buch, Englisch, 274 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 402 g

Reihe: Routledge Research in Language Education

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.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Sadeghi, Karim

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Privatschulen, alternative Schulformen

Inhaltsverzeichnis

Foreword by Paula Winke



Section I: Theoretical and Methodological Concerns in Online L2 Assessment



Chapter 1: Technology in language assessment: An overview

Karim Sadeghi



Chapter 2: Seeking empirical evidence to support online test validation: Building on the IELTS Indicator assessment model

Tony Clark, Martine Holland, and Richard Spiby



Chapter 3: Emergency remote assessment (ERA) narratives from the UK English for Academic Purposes (EAP) sector: Examining validity and longevity of technology-driven solutions

Emma Bruce and Heléna Stakounis



Chapter 4: Language testing and assessment in COVID-19 pandemic crisis

Hossein Farhady



Chapter 5: Argument-based validation in the time of the COVID-19 pandemic

Erik Voss



Chapter 6: Assessment without borders: Modernising placement tests for diverse contexts

Mahmoud Amer and María J. Cabrera-Puche



Section II: Reactions to L2 E-Assessment During the Covid-19 Pandemic



Chapter 7: Responding to the pandemic in New Zealand: Opportunities and challenges for language assessment in one tertiary institution

Martin East, Deborah Walker-Morrison, and Viviane Lelièvre-Lopes



Chapter 8: Online remote (at-home) assessment of language modules during COVID-19: Changes, challenges, and students’ perceptions

Isabel Balteiro



Chapter 9: Assessing university students’ writing development and performance during remote instruction

Bahiyyih Hardacre



Chapter 10: Fairness in remote English placement testing at Iowa State University during the COVID-19 pandemic

Reza Neiriz, Shireen Baghestani, Ananda Astrini Muhammad, and Jim Ranalli



Chapter 11: Integration of data-driven learning and assessment through a multimodal corpus of learning objects at the time of the COVID-19 pandemic

María Luisa Carrió-Pastor



Section III: Managing L2 Assessment at the Time of the Crisis: The Way Forward



Chapter 12: Test usefulness of E-Portfolios: An alternative approach during and beyond the pandemic

Ricky Lam



Chapter 13: Can interactions happen across the screens?: The use of videoconferencing technology in assessing second language pragmatic competence

Shishi Zhang and Talia Isaacs



Chapter 14: The use of technology for redesigning L2 language assessments: Tasks, rubrics, and feedback in emergency remote teaching contexts

Ana Maria Ducasse



Chapter 15: Rethinking the online placement test for a college-level Japanese language program during the COVID-19 pandemic

Akiko Imamura, Catherine Ryu, and Mariko Kawaguchi



Chapter 16: Conclusion: Lesson learned and lessons not learned

Karim Sadeghi

Über Autor(innen)

Karim Sadeghi is a Professor of TESOL at Urmia University, Iran. He is the founding editor-in-chief of the Iranian Journal of Language Teaching Research.