ABSTRACT
With the ever-increasing advancement of computer technology the number of language assessments that utilize computer technology in designing, developing, and delivering test content as well as scoring and reporting examinee test performance is growing steadily and rapidly. Many test authoring systems are currently available to language teachers in various forms, while taking a language test on a computer is becoming a familiar activity for language learners as well. Traditionally, various types of technologies other than computer technology have been utilized in language assessment. For example, audio, video, and telephone have been used for delivering speaking tests, recording examinee responses in oral interviews, and delivering stimuli in listening assessments. However, because many of these existing technologies are being replaced with computer technology, this chapter focuses primarily on the use of computer technology in language assessment. Following Chapelle and Douglas (2006), the term computer-assisted language testing (CALT) will be employed throughout to refer to language assessments that utilize computer technology in various ways. During the last few decades, language testers have been exploring the possible usage of CALT in order to make language assessment efficient and to design language tests that can provide us with more useful information about the L2 ability of learners than in traditional assessments. This chapter provides a brief overview of the historical development of CALT and current issues of concern, along with directions for future CALT research in the field of language assessment.
