This collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognizes the unique pressures placed on assessment in language education, the forced shift in assessment strategies to go online, the existing shortfalls, the unique affordances of technology-assisted L2 assessment.
This collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognizes the unique pressures placed on assessment in language education, the forced shift in assessment strategies to go online, the existing shortfalls, the unique affordances of technology-assisted L2 assessment.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
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.
Inhaltsangabe
Foreword by Paula Winke Section I: Theoretical and Methodological Concerns in Online L2 Assessment Chapter 1: Technology in language assessment: An overview Karim Sadeghi Chapter 2: Seeking empirical evidence to support online test validation: Building on the IELTS Indicator assessment model Tony Clark, Martine Holland, and Richard Spiby Chapter 3: Emergency remote assessment (ERA) narratives from the UK English for Academic Purposes (EAP) sector: Examining validity and longevity of technology-driven solutions Emma Bruce and Heléna Stakounis Chapter 4: Language testing and assessment in COVID-19 pandemic crisis Hossein Farhady Chapter 5: Argument-based validation in the time of the COVID-19 pandemic Erik Voss Chapter 6: Assessment without borders: Modernising placement tests for diverse contexts Mahmoud Amer and María J. Cabrera-Puche Section II: Reactions to L2 E-Assessment During the Covid-19 Pandemic Chapter 7: Responding to the pandemic in New Zealand: Opportunities and challenges for language assessment in one tertiary institution Martin East, Deborah Walker-Morrison, and Viviane Lelièvre-Lopes Chapter 8: Online remote (at-home) assessment of language modules during COVID-19: Changes, challenges, and students' perceptions Isabel Balteiro Chapter 9: Assessing university students' writing development and performance during remote instruction Bahiyyih Hardacre Chapter 10: Fairness in remote English placement testing at Iowa State University during the COVID-19 pandemic Reza Neiriz, Shireen Baghestani, Ananda Astrini Muhammad, and Jim Ranalli Chapter 11: Integration of data-driven learning and assessment through a multimodal corpus of learning objects at the time of the COVID-19 pandemic María Luisa Carrió-Pastor Section III: Managing L2 Assessment at the Time of the Crisis: The Way Forward Chapter 12: Test usefulness of E-Portfolios: An alternative approach during and beyond the pandemic Ricky Lam Chapter 13: Can interactions happen across the screens?: The use of videoconferencing technology in assessing second language pragmatic competence Shishi Zhang and Talia Isaacs Chapter 14: The use of technology for redesigning L2 language assessments: Tasks, rubrics, and feedback in emergency remote teaching contexts Ana Maria Ducasse Chapter 15: Rethinking the online placement test for a college-level Japanese language program during the COVID-19 pandemic Akiko Imamura, Catherine Ryu, and Mariko Kawaguchi Chapter 16: Conclusion: Lesson learned and lessons not learned Karim Sadeghi
Foreword by Paula Winke Section I: Theoretical and Methodological Concerns in Online L2 Assessment Chapter 1: Technology in language assessment: An overview Karim Sadeghi Chapter 2: Seeking empirical evidence to support online test validation: Building on the IELTS Indicator assessment model Tony Clark, Martine Holland, and Richard Spiby Chapter 3: Emergency remote assessment (ERA) narratives from the UK English for Academic Purposes (EAP) sector: Examining validity and longevity of technology-driven solutions Emma Bruce and Heléna Stakounis Chapter 4: Language testing and assessment in COVID-19 pandemic crisis Hossein Farhady Chapter 5: Argument-based validation in the time of the COVID-19 pandemic Erik Voss Chapter 6: Assessment without borders: Modernising placement tests for diverse contexts Mahmoud Amer and María J. Cabrera-Puche Section II: Reactions to L2 E-Assessment During the Covid-19 Pandemic Chapter 7: Responding to the pandemic in New Zealand: Opportunities and challenges for language assessment in one tertiary institution Martin East, Deborah Walker-Morrison, and Viviane Lelièvre-Lopes Chapter 8: Online remote (at-home) assessment of language modules during COVID-19: Changes, challenges, and students' perceptions Isabel Balteiro Chapter 9: Assessing university students' writing development and performance during remote instruction Bahiyyih Hardacre Chapter 10: Fairness in remote English placement testing at Iowa State University during the COVID-19 pandemic Reza Neiriz, Shireen Baghestani, Ananda Astrini Muhammad, and Jim Ranalli Chapter 11: Integration of data-driven learning and assessment through a multimodal corpus of learning objects at the time of the COVID-19 pandemic María Luisa Carrió-Pastor Section III: Managing L2 Assessment at the Time of the Crisis: The Way Forward Chapter 12: Test usefulness of E-Portfolios: An alternative approach during and beyond the pandemic Ricky Lam Chapter 13: Can interactions happen across the screens?: The use of videoconferencing technology in assessing second language pragmatic competence Shishi Zhang and Talia Isaacs Chapter 14: The use of technology for redesigning L2 language assessments: Tasks, rubrics, and feedback in emergency remote teaching contexts Ana Maria Ducasse Chapter 15: Rethinking the online placement test for a college-level Japanese language program during the COVID-19 pandemic Akiko Imamura, Catherine Ryu, and Mariko Kawaguchi Chapter 16: Conclusion: Lesson learned and lessons not learned Karim Sadeghi
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