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Technology-Assisted Language Assessment in Diverse Contexts

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Academic Dishonesty
Alternative Assessment
assessment ethics
Automated Scoring
Category=CB
Category=CFDC
Category=CFDM
Category=CJA
Category=DS
Category=JNDH
Category=JNM
Category=JNQ
Category=JNT
Category=JNU
Classroom testing
computer-assisted assessment
Coronavirus
COVID
COVID-19
crisis-driven language assessment strategies
Digital Learning Objects
digital pedagogy
e-assessment
E-portfolio
e-Portfolio Program
EAP Practitioner
Ecological validity
educational measurement
empirical validation methods
eq_bestseller
eq_biography-true-stories
eq_dictionaries-language-reference
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eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Ethics
Face To Face
IELTS
L2 assessment
L2 Writing Assessment
Language Assessment
Language Assessment Quarterly
Language testing
Large Scale International Assessment
MSU
Multimodal Assessment
online assessment
online test reliability
Online Testing
Pandemic
Pandemic education
Peer Assessment
Performance Assessment
Placement Exam
Proficiency tests
Remote Administration
Remote Assessment
remote language instruction
Remote Proctoring
Second language acquisition
Second language assessment
SLA
Technology assisted assessment
Test Security
Test Takers
Test validity
TOEFL iBT
UK English

Product details

  • ISBN 9781032117683
  • Weight: 498g
  • Dimensions: 152 x 229mm
  • Publication Date: 30 Dec 2022
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

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.

About

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.