New Media in Language Assessments

Gruba, Paul

doi:10.1002/9781118411360.wbcla039

Cited by 4 publications

(2 citation statements)

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“…Ockey () highlighted the need to disentangle the interplay among learner abilities, technical affordances, and multimodal texts so that L2 constructs can be reexamined. Gruba () called for broader validation research agenda on new media and L2 assessment by means of an assessment use argument. Given the potential of these new technologies for the development of assessments and the questions that they pose, I think we have only begun to see what the future holds.…”

Section: Selected Areas Of Current Assessment Activitymentioning

confidence: 99%

Second and Foreign Language Assessment

Purpura

2016

The Modern Language Journal

107

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This article summarizes some of the main issues, concerns, and debates that have ensued over the years in the field of L2 assessment and shows how past concerns have shaped contemporary L2 assessment research and practice. The article first describes what L2 assessment is and what it entails, arguing that notions of L2 assessment have been broadened over the years to keep pace with contemporary interpretations of how information from assessments in large‐scale or classroom contexts is used to make decisions. It then describes in some detail four approaches to construct definition, showing how these approaches have influenced what gets assessed. Finally, the paper discusses a range of other topics of current and future importance for L2 assessment theory, research, and practice.

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Section: Selected Areas Of Current Assessment Activitymentioning

confidence: 99%

Second and Foreign Language Assessment

Purpura

2016

The Modern Language Journal

107

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“…While the usefulness of writing resources and corpus consultation has frequently been studied, gaps remain in establishing a consensus on whether the use of writing resources should be a part of writing test constructs. In this regard, Gruba (2014) claimed that the Internet resources (e.g., online encyclopedias, search engines, blogs, etc.) are widely used in language classrooms, but their use in language assessment remains tentative large because of test fairness issue.…”

Section: Using Writing Resources In Teaching and Testing Writingmentioning

confidence: 99%

The effect of using online language-support resources on L2 writing performance

2021

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Language learners today have access to a much wider choice of resources and language-support tools that aid their writing processes. While research on the convenience and flexibility of the writing resources that learners use in real-life writing activities have argued for a re-conceptualization of writing ability, little is known about the effect of using them in a writing assessment setting. Accordingly, the present study aimed to examine whether L2 learners’ use of writing resources in a writing test might have an effect on their writing performance. Furthermore, we also investigated how the effects of the writing resources might vary by test takers’ writing proficiency and scoring domains. Results showed that the group who had access to writing resources outperformed the group who were not given the online resource, but both groups’ scores were within the same scoring descriptor. The significant score improvement was more evident in the low- and intermediate-level learners. In a questionnaire, test takers reported that they normally use the writing resources in real-life writing situations and also found the online resource features helpful in improving their writing performance and agreed upon introducing such features in future writing tests.

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Does Video Belong in L2 Academic Listening Tests? Stakeholders’ Perceptions About Test Difficulty, Authenticity, and Motivation

Lesnov

2023

International Journal of Listening

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New Media in Language Assessments

Cited by 4 publications

References 35 publications

Second and Foreign Language Assessment

Second and Foreign Language Assessment

The effect of using online language-support resources on L2 writing performance

Does Video Belong in L2 Academic Listening Tests? Stakeholders’ Perceptions About Test Difficulty, Authenticity, and Motivation

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