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.
Edited by:
Karim Sadeghi (Urmia University Iran)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 229mm,
Width: 152mm,
Weight: 385g
ISBN: 9781032117690
ISBN 10: 1032117699
Series: Routledge Research in Language Education
Pages: 252
Publication Date: 30 December 2022
Audience:
College/higher education
,
Primary
Format: Paperback
Publisher's Status: Active
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
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.
Reviews for Technology-Assisted Language Assessment in Diverse Contexts: Lessons from the Transition to Online Testing during COVID-19
This is a timey and interesting volume that will appeal to those interested in using technology in their instructional and assessment practices. It is a much-welcomed addition to the literature on technology-mediated language assessment. It also offers important guidelines for navigating assessment in different instructional settings in times of crisis. I strongly recommend this book! - Atta Gebril, The American University in Cairo, Egypt This important book is both timely in its message and massively encouraging in the way in which the individual chapters reflect the creativity of language testers from across the world in dealing with the disruption caused by Covid. In challenging our perceptions of how to establish evidence of test quality in terms of development and delivery the authors call into question much current thinking on validation. Two strong messages ring out from these pages. The first relates to the need to broaden our validation evidence base to embrace qualitative as well as quantitative evidence. The second is the way in which context is rightfully recognised as a critical factor in any validation argument. This book should be seen as core reading for any language testing programme. - Professor Barry O'Sullivan, British Council
