Technology-Assisted Language Assessment in Diverse Contexts

“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 different 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 qualitative 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 programme.” - 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 situations and interaction between human and computer-based scoring. The chapters 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 language assessment due to the COVID pandemic. It takes as its starting point the use of technology: online assessment, video technology, and remote learning. 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