Fundamental Considerations in Technology Mediated Language Assessment

Fundamental Considerations in Technology Mediated Language Assessment aims to address issues such as how the forced integration of technology into second language assessment has shaped our understanding of key traditional concepts like validity, reliability, washback, authenticity, ethics, fairness, test security, and more. Although computer-assisted language testing has been around for more than two decades in the context of high-stakes proficiency testing, much of language testing worldwide has shifted to “at-home” mode, and relies heavily on the mediation of digital technology, making its widespread application in classroom settings in response to the COVID-19 outbreakunprecedented. Integration of technology into language assessment has brought with it countless affordances and at the same time challenges, both theoretically and practically. One major theoretical consideration requiring attention is the way technology has contributed to a reconceptualization of major assessment concepts/constructs. There is very limited literature available on the theoretical underpinnings of technology mediated language assessment. This book aims to fill this gap. This book will appeal to academic specialists, practitioners, or professionals in the field of language assessment, advanced and/or graduate students, and a range of scholars or professionals in disciplines like educational technology, applied linguistics, and teaching English to speakers of other languages (TESOL).

Acknowledgements List of contributors Foreword: Lyle F Bachman Chapter 1: Technology mediated language assessment: Key considerations Karim Sadeghi, Dan Douglas Section I: Validity Concerns in Technology Mediated Language Assessment Chapter 2: Validation in remote L2 assessment: Appraising models and frameworks Scott Walters Chapter 3: Exploring the Role of Self-Regulation in Young Learners’ Writing Assessment and Intervention using BalanceAI Automated Diagnostic Feedback Eunice Eunhee Jang, Melissa Hunte, Christie Barron, Liam Hannah Chapter 4: Balancing construct coverage and efficiency: Test design and validation considerations for a remote-proctored online language test Larry Davis, John M. Norris, Spiros Papageorgiou, Shoko Sasayama Chapter 5: From pen-and-paper trials to computer-based test: Impact on validity Ivy Chen, Ute Knoch Chapter 6: Evaluating Finnish 9th graders’ learning outcomes in English during the pandemic: How valid are the conclusions drawn? Marita Härmälä Section II: Reliability Issues and Machine Scoring Chapter 7: Exploring rater behaviors on handwritten and typed reading-to-write essays using FACETS Sun-Young Shin, Senyung Lee, Yena Park Chapter 8: Validating an AI-driven Scoring System: the Model Card approach Barry O’Sullivan, Trevor Breakspear, William Bayliss Chapter 9: Web-based testing and automated scoring: construct conceptualization and improving reliability Nathan Carr Section III: Impact, Security and Ethical Considerations Chapter 10: Testing young multilingual learners remotely: prioritizing equity, fairness, and social justice Mark Chapman, Jason A. Kemp, Ahyoung Alicia Kim, David MacGregor, Fabiana MacMillan, Chapter 11: Improving the impact of technology on diagnostic language assessment Ari Huhta Chapter 12: Proctoring remote language assessments Erik Voss Section IV: Options and Issues in Technology Mediated Classroom Assessment Chapter 13: Interdisciplinary collaboration in building the future of Learning Oriented Language Assessment Nick Saville, Paula Buttery Chapter 14: Interactional competence in video-mediated speaking assessment in Vietnam Noriko Iwashita, Van Trao Nguyen, Hong Giang Nguyen Chapter 15: Test-taking strategies in technology-assisted language assessment Andrew Cohen, Teymour Rahmati, Karim Sadeghi Chapter 16: Researching technology-mediated classroom language assessment practices: Methodological challenges and opportunities Keith Menary, Luke Harding Chapter 17: Conclusion Dan Douglas, Karim Sadeghi

Karim Sadeghi is a Professor of TESOL at Urmia University. He is the founding Editor-in-Chief of the Iranian Journal of Language Teaching Research (Scopus Q1 Journal). His recent publications include Assessing Second Language Reading (2021), Talking about Second Language Acquisition (2022), and Theory and Practice in Second Language Teacher Identity (2022, co-edited with Dr Farah Ghaderi). Dan Douglas is a Professor Emeritus in the Applied Linguistics and Technology program at Iowa State University, specializing in assessing language ability in specific academic and professional contexts. His books include Understanding Language Testing (2010) and Assessing Languages for Specific Purposes (2000). He was President of the International Language Testing Association from 2005 to 2006 and again from 2013 to 2015, and Editor of the journal Language Testing from 2002 to 2007. In 2019 he received the Cambridge/ILTA Distinguished Achievement Award.