ABSTRACT
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.
TABLE OF CONTENTS
part Section I|100 pages
Theoretical and Methodological Concerns in Online L2 Assessment
chapter 2|18 pages
Seeking Empirical Evidence to Support Online Test Validation
chapter 3|20 pages
Emergency Remote Assessment (ERA) Narratives from the UK English for Academic Purposes (EAP) Sector
part Section II|78 pages
Reactions to L2 E-Assessment during the COVID-19 Pandemic
chapter 1027|14 pages
Responding to the Pandemic in New Zealand
chapter 8|14 pages
Online Remote (At-Home) Assessment of Language Modules during COVID-19
part Section III|70 pages
Managing L2 Assessment at the Time of the Crisis: The Way Forward