Computer Adaptive Testing in Second Language Contexts

Abstract

The widespread accessibility to large, networked computer labs at educational sites and commercial testing centers, coupled with fast-paced advances in both computer technology and measurement theory, along with the availability of off-the-shelf software for test delivery, all help to make the computerized assessment of individuals more efficient and accurate than assessment using traditional paper-and-pencil (P&P) tests. Computer adaptive testing (CAT) is a form of computerized assessment that has achieved a strong foothold in licensure and certification testing and is finding greater application in many other areas as well, including education. A CAT differs from a straightforward, linear test in that an item(s) is selected for each test taker based on his/her performance on previous items. As such, assessment is tailored online to accommodate the test taker's estimated ability and confront the examinee with items that best measure that ability.

A Case for Faculty Involvement in EAP Placement Testing

“…However, there is a profusion of research on the use of technology for assessing general language skills, most of which involves reviews, critiques, and/or comparisons of the various computerized language tests, including some of the most prominent standardized test such as the computer-based Test of English as a Foreign Language (TOEFL-cbt) and its successor, the Web-based TOEFL_iBT, the International English Language Testing System (IELTS), and the Test of English for International Communication (TOEIC, Bachman, 2000;Brown, 1997;Chalhoub-Deville & Deville, 1999;Chapelle, Jamieson, & Hegelheimer, 2003;Dunkel, 1991Dunkel, , 1999Sawaki, 2001;Stricker, 2002;Taylor, Jamieson, Eignor, & Kirsch, 1998).…”

Linguistic and Educational Factors Affecting TOEFL Scores: Focusing on Three OECD Countries in EFL contexts

“…05, 2010 ; accepted Jun. 13,2010 graduate programs either in English-speaking countries or in Korea are now preparing or taking the TOEFL. After all, the TOEFL has become a standard in Korea and other non-English speaking countries by which many institutions and individuals measure a test-taker's English proficiency.…”

Broadening, Deepening, and Consolidating

“…Critical review articles have played an important role in defining salient issues, new directions, and topics worthy of further examination in language assessment. Some have highlighted notable trends from a broad, comprehensive perspective (e.g., Alderson & Benerjee, 2001;Bachman, 2000;Kunnan, 1999), whereas others have usefully demarcated topics of specific interest, such as computer-adaptive language testing (e.g., Chalhoub-Deville & Deville, 1999) or concerns in analyses of language assessment policies (McNamara, 1998). Another example is the set of reviews of theories and empirical research in the framework reports prepared to guide the development of a new TOEFL; these reviews consolidate current knowledge about the assessment of English proficiency in academic settings in ways that not only express the current state of informed opinion but are also sure to shape future thinking about the testing of listening, speaking, writing, and reading abilities (Bejar, Douglas, Jamieson, Nissan & Turner, 2000;Butler, Eignor, Jones, McNamara, & Suomi, 2000;Cumming, Kantor, Powers, Santos & Taylor, 2000;Enright, Grabe, Koda, Mosenthal, Mulcahy-Ernt & Schedl, 2000).…”