ABSTRACT
In this chapter, we discuss considerations in researching technology mediated classroom language assessment practices, with a particular focus on the challenges of conducting research in the context of emergency remote teaching during the pandemic. We begin with an overview of methods used in classroom language assessment research generally, before focusing on approaches taken in some recent studies that have explored the assessment experiences of teachers working in emergency remote teaching environments. We then provide a case study of one researcher’s experience in carrying out a study of English for Academic Purposes language instructors’ assessment practices, highlighting particular issues encountered during a longitudinal qualitative investigation. Finally, we draw on these insights, together with literature concerning online qualitative data collection, to make recommendations for other researchers who seek to investigate classroom language assessment practices in online spaces.
