Technology-Assisted Language Assessment in Diverse Contexts

274 Pages·2022·3.1 MB·

by  Karim Sadeghi

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A TECHNOLOGY-ASSISTED
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IN DIVERSE CONTEXTS
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ONLINE TESTING DURING COVID-19
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Edited by Karim Sadeghi
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“This is a timely and interesting volume that will appeal to those interested
in using technology in their instructional and assessment practices. It is a
much-welcomed addition to the literature on technology-mediated language
assessment. It also offers important guidelines for navigating assessment in dif-
ferent instructional settings in times of crisis. I strongly recommend this book!”
Atta Gebril, The American University in Cairo, Egypt
“This important book is both timely in its message and massively encouraging
in the way in which the individual chapters reflect the creativity of language
testers from across the world in dealing with the disruption caused by COVID.
In challenging our perceptions of how to establish evidence of test quality in
terms of development and delivery the authors call into question much current
thinking on validation. Two strong messages ring out from these pages. The first
relates to the need to broaden our validation evidence base to embrace qualita-
tive as well as quantitative evidence. The second is the way in which context is
rightfully recognised as a critical factor in any validation argument. This book
should be seen as core reading for any language testing program.”
Professor Barry O’Sullivan, British Council
“Technology-assisted language assessment has been with us for something like
40 years. One would think we know everything there is to know about it,
but this is far from the case. As the authors of the various chapters document,
technology- assisted language assessment is a complex undertaking with issues
of the security of the test content itself and of the test-takers’ environment,
fairness in terms of access to computers and the internet, validation concerns
when test-takers may be unfamiliar with certain aspects of technology- assisted
tasks, and reliability may be a challenge owing to diversity of test-taking situa-
tions and interaction between human and computer-based scoring. The chap-
ters in this book address these concerns in a scholarly but approachable manner
and readers will find much of value as they develop their own technology-
assisted language assessments for their own contexts.”
Dan Douglas, Professor Emeritus, Iowa State University, USA
“This timely edited collection of chapters addresses a critical matter of lan-
guage assessment due to the COVID pandemic. It takes as its starting point
the use of technology: online assessment, video technology, and remote learn-
ing. In addition, chapters provide overviews and opinions on validation and
fairness during the pandemic. As editor, Sadeghi offers an overview as well as
concluding thoughts of lessons learned and not learned. As repercussions of the
COVID era are still unfolding, this collection will serve as a leading collection
of ideas on technology and language assessment.”
Professor Antony Kunnan, Nanyang Technological University, Singapore

TECHNOLOGY-ASSISTED
LANGUAGE ASSESSMENT
IN DIVERSE CONTEXTS
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 expe-
rience 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 tech-
nology, and language assessment and testing.
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.
Routledge Research in Language Education
The Routledge Research in Language Education series provides a platform for
established and emerging scholars to present their latest research and discuss
key issues in Language Education. This series welcomes books on all areas of
language teaching and learning, including but not limited to language educa-
tion policy and politics, multilingualism, literacy, L1, L2 or foreign language
acquisition, curriculum, classroom practice, pedagogy, teaching materials, and
language teacher education and development. Books in the series are not lim-
ited to the discussion of the teaching and learning of English only.
Books in the series include:
Pluricentric Languages and Language Education
Pedagogical Implications and Innovative Approaches to Language Teaching
Edited by Marcus Callies and Stefanie Hehner
The Acquisition of English Grammar and Phonology by Cantonese
ESL Learners
Challenges, Causes and Pedagogical Insights
Alice Yin Wa Chan
Using Digital Portfolios to Develop Students’ Writing
A Practical Guide for Language Teachers
Ricky Lam and Benjamin Luke Moorhouse
Enhancing Beginner-Level Foreign Language Education for Adult
Learners
Language Instruction, Intercultural Competence, Technology, and Assessment
Edited by Ekaterina Nemtchinova
Technology-Assisted Language Assessment in Diverse Contexts
Lessons from the Transition to Online Testing during COVID-19
Edited by Karim Sadeghi
For more information about the series, please visit www.routledge.com/
Routledge-Research-in-Language-Education/book-series/RRLE
TECHNOLOGY-
ASSISTED LANGUAGE
ASSESSMENT IN
DIVERSE CONTEXTS
Lessons from the Transition to
Online Testing during COVID-19
Edited by Karim Sadeghi
urmia university, iran
First published 2023
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2023 selection and editorial matter, Karim Sadeghi; individual
chapters, the contributors
The right of Karim Sadeghi to be identified as the author of the
editorial material, and of the authors for their individual chapters,
has been asserted in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Sadeghi, Karim, editor.
Title: Technology-assisted language assessment in diverse contexts :
lessons from the transition to online testing during COVID-19 /
edited by Karim Sadeghi.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2023. |
Series: Routledge research in language education | Includes
bibliographical references and index. |
Identifiers: LCCN 2022036643 (print) | LCCN 2022036644 (ebook) |
ISBN 9781032117683 (hardback) | ISBN 9781032117690 (paperback) |
ISBN 9781003221463 (ebook)
Subjects: LCSH: Language and languages--Ability testing--
Technological innovations. | Language and languages--Study and
teaching--Technological innovations. | COVID-19 Pandemic,
2020---Influence. | LCGFT: Essays.
Classification: LCC P53.4 .T44 2023 (print) | LCC P53.4 (ebook) |
DDC 418.0078/5--dc23/eng/20221116
LC record available at https://lccn.loc.gov/2022036643
LC ebook record available at https://lccn.loc.gov/2022036644
ISBN: 978-1-032-11768-3 (hbk)
ISBN: 978-1-032-11769-0 (pbk)
ISBN: 978-1-003-22146-3 (ebk)
DOI: 10.4324/9781003221463
Typeset in Bembo
by KnowledgeWorks Global Ltd.
This book is dedicated to language assessors across
the globe, past and present, who have shaped the
field of language assessment and those from  the
frontline who continue to push the frontiers of
technology-mediated language assessment. I also
humbly dedicate this volume to the souls of two
pioneers in language assessment who passed away in
2022: Liz Hamp-Lyons and Bernard Spolsky.

CONTENTS
Acknowledgements xii
Foreword by Paula Winke xiii
List of Contributors xvii
SECTION I
Theoretical and Methodological Concerns in Online
L2 Assessment 1
1 Technology in Language Assessment: An Overview 3
Karim Sadeghi
2 Seeking Empirical Evidence to Support Online Test Validation:
Building on the IELTS Indicator Assessment Model 16
Tony Clark, Martine Holland, and Richard Spiby
3 Emergency Remote Assessment (ERA) Narratives
from the UK English for Academic Purposes (EAP)
Sector: Examining Validity and Longevity of
Technology-Driven Solutions 34
Emma Bruce and Heléna Stakounis
4 Language Testing and Assessment in COVID-19
Pandemic Crisis 54
Hossein Farhady