ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book explores to what extent online test scores allow for meaningful distinctions to be made between learners at the full range of proficiency levels assessed, particularly with respect to interactional competence. It discusses issues involving reliability include the interesting finding that the mode of presentation of written essays, handwritten or keyboarded, led to a difference in rater variation, with the handwritten modality producing greater rater severity than the typed essays. The book provides an overview of test-taking strategies in technology-assisted language assessment that focuses on strategies that show test-takers' genuine level of knowledge and skills in the area being assessed as well as test-deviousness strategies that may achieve successful results on the surface without having demonstrated their language proficiency in the area being assessed.
