 | Technology-Assisted Language Assessment in Diverse Contexts: Lessons from the Transition to Online Testing during COVID-19 Subjects: Education; Language & Literature; Bilingualism / ESL; Classroom Practice; Curriculum Studies; Higher Education; Open & Distance Education and eLearning; Language & Linguistics; Assessment & Testing; English & Literacy/ Language Arts; Modern Foreign Languages; Technology in Education; Assessment; Study of ODL and eLearning; Applied Linguistics; This timely collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognizes 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 experience 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 instructions settings in times of crisis. It will appeal to scholars, researchers, educators and faculty with interests in assessment and testing, digital education and technology, and language assessment and testing. Karim Sadeghi is Professor of TESOL at Urmia University, Iran. He is the founding editor-in-chief of the Iranian Journal of Language Teaching Research. |
