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Since the advent of technology to transform education, the use of computer technology has pervaded many areas of fields of study such as language learning and testing. Chapelle (2010) distinguishes three main motives for using technology in language testing: efficiency, equivalence and innovation. Computer as a frequently used technological tool has been widely inspected in the field of language assessment and testing. Compute-adaptive language test (CALT) is a subtype and subtest of computer-assisted language test because it is administered at computer terminal or on personal computer. The issue that currently needs more attention and prompt investigation of researchers is to study the testing mode and paradigm effects on comparability and equivalency of the data obtained from two modes of presentation, i.e. traditional paper-and-pencil (PPT) and computerized tests. To establish comparability and equivalency of computerized test with its paper-and-pencil counterpart is of importance and critical. Then, in this study, the researcher indicate that in order to replace computer-adaptive test with conventional paper-and-pencil one, we need to prove that these two versions of test are comparable, in other words the validity and reliability of computerized counterpart are not violated.
The EuroCALL Review
Lessons Learned in Designing and Implementing a Computer-Adaptive Test for English2014 •
2016 •
International Journal of Higher Education and Research
COMPUTER ASSISTED LANGUAGE TESTING (CALT) ISSUES AND CHALLENGES2019 •
In today’s world information and communication technology has almost integrated with every human work. Computer along with the internet have become one of the most important tool and has sparked a revolution and made the current era a digital age. The integration of computer to language learning and teaching is the most commonly practiced mode of language education worldwide. Computer-assisted language testing (CALT) employs computer applications eliciting and evaluating test takers’ performance in a second language. CALT encompasses computer-adaptive testing (CAT), the use of multimedia in language test tasks, and automatic response analysis (Chapelle & Douglas, 2006). While learning and teaching a language, especially a foreign language, becomes the most essential part. The three main motives for using technology in language testing are efficiency, equivalence, and innovation. The paper aims to highlight the detailed description of CALT along with its various dimensions; its application and the methods involved. It will also throw lights on assessing English for Specific Purposes (ESP). Since technology is a challenging task, particularly computer and language teaching and learning, it will explore the challenges of CALT, referring to Indian Classrooms.
2000 •
In E. Martín-Monje, I. Elorza & B. García Riaza (Eds.), Technology-Enhanced Language Learning for Specialized Domains. Practical applications and mobility (pp. 88-105).
Language testing in the digital era2016 •
The field of education has evolved in many different ways since technology was implemented as a tool that facilitates the teaching and learning process. Instructors, administrators, students, parents and book editors and writers have experienced during the last decades the greatest revolution that ever happened in the classroom. This advancement has been influenced basically by the introduction and use of the computer in the teaching and learning process. Thus, learning became significantly richer as students started having access to new and different types of information, as they manipulated it on the computer through graphic displays or controlled experiments in ways never before possible, and as they could be able to communicate their results and conclusions in a variety of media to their teachers, students in the next classroom, or students around the world. Assessment, as an integral ongoing part of such a process, has also been affected by the integration of technology. The aim of this paper is to present the history and evolution of technology-enhanced assessment in language testing from the introduction of Computer-based testing (CBT) in the mid-80s to the most recent advances in the field, focusing on the advantages and disadvantages in their use. The second part of the paper focuses on Computer Assisted Language Testing (CALT) as a field and the advantages and drawbacks associated to it. The ultimate goal of this paper is to present the current state of the art and to explore the future of technology-enhanced language testing, based on existing practices and methodologies.
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