Understanding Language Testing

Douglas, Dan

doi:10.4324/9780203776339

Cited by 60 publications

(50 citation statements)

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“…Canale (1986) was one of the first to argue that the unidimensionality assumption deriving from the IRT models used in CATs poses a threat to the L2 ability construct, making it unidimensional as well. This concern has further been reiterated by other experts in language assessment (e.g., Chalhoub-Deville, 2010;Douglas, 2010). Their main argument suggests that the L2 ability construct should be multidimensional and consist of multiple constituents that represent not only the cognitive aspects of language use, but also knowledge of language discourse and the norms of social interaction, the ability to use language in context, the ability to use metacognitive strategies, and, in the case of CALT, the ability to use technology.…”

Section: Challenges and New Possibilities In Caltmentioning

confidence: 99%

“…One of the main issues with automated scoring of constructed responses, both for writing and for speaking assessment, is related to the fact that computers look only at a limited range of features in test takers' output. Even though research studies report relatively high correlation indices between the scores assigned by AWE systems and human raters (e.g., Attali & Burstein, 2006), Douglas (2010) points out that it is not clear whether the underlying basis for these scores is the same. Specifically, he asks, "are humans and computers giving the same score to an essay but for different reasons, and if so, how does it affect our interpretations of the scores?"…”

Section: Challenges and New Possibilities In Caltmentioning

confidence: 99%

“…Ockey (2009), for instance, believes that due to numerous limitations and problems "CBT has failed to realize its anticipated potential" (p. 836), while Chalhoub-Deville (2010) contends that "L2 CBTs, as currently conceived, fall short in providing any radical transformation of assessment practices" (p. 522). In the meantime, other researchers (e.g., Douglas, 2010) appear to be somewhat more positive about the transformative role of CALT and stress that despite existing unresolved issues technology remains "an inescapable aspect of modern language testing" and its use in language assessment "really isn't an issue we can reasonably reject-technology is being used and will continue to be used" (Douglas, 2010, p. 139).…”

Section: Challenges and New Possibilities In Caltmentioning

confidence: 99%

“…The use of integrated tasks is therefore believed to increase authenticity of language tests (Fulcher & Davidson, 2007). However, Douglas (2010) warns that the interpretation of integrated tasks can be problematic because, if the test taker's performance is inadequate, it is virtually impossible to find out whether such performance is caused by one of the target skills or their combination. This concern appears to be more relevant in high stakes testing than in low stakes testing.…”

Section: Challenges and New Possibilities In Caltmentioning

confidence: 99%

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Computer‐Assisted Language Testing

Suvorov

Hegelheimer

2013

The Companion to Language Assessment

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Technological advancements that occurred since the late 1980s have revolutionized many aspects of human life including second language (L2) education. Language learners and teachers are now presented with a plethora of technology‐enhanced instructional materials and resources varying from simple electronic dictionaries to full‐fledged online language programs. The ubiquity of technology has also affected language assessment and engendered the field of computer‐assisted language testing (CALT), dedicated to exploring how computers and technology can be utilized for evaluating different language skills of non‐native speakers. Computers have had a significant impact on language testing. First, Web‐based L2 tests have created new opportunities for measuring the L2 proficiency of multiple students anywhere in the world without a need for them to be physically present at a language test center. In addition, progress in natural language processing (NLP) techniques have made it possible for test takers to receive immediate assessment of their L2 abilities. Technological advances have also resulted in the development of more secure and reliable language tests. Nowadays one can either choose from a variety of computer‐based language tests designed for different groups of users and different purposes or develop customized language assessment using available tools and applications. However, even though technology appears to have promising potential for language testing, its use is not without challenges and problems. This chapter begins with a brief introduction of the field and presents a framework for the description of computer‐assisted language tests. Next, it includes a description of major existing language tests and platforms for test development and delivery. The following discussion focuses on the principal recent developments in CALT and reports on the main trends in research. The last section of the chapter concludes by outlining the key challenges and future directions for CALT.

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Section: Challenges and New Possibilities In Caltmentioning

confidence: 99%

Section: Challenges and New Possibilities In Caltmentioning

confidence: 99%

Section: Challenges and New Possibilities In Caltmentioning

confidence: 99%

Section: Challenges and New Possibilities In Caltmentioning

confidence: 99%

See 2 more Smart Citations

Computer‐Assisted Language Testing

Suvorov

Hegelheimer

2013

The Companion to Language Assessment

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“…While the large body of literature offering models for testing communicative competence provides important insights into the role of language in communicative competence (e.g. Brown and Abeywickrama 2010;Douglas 2010;Fulcher 2010;Carr 2011), the field could further benefit from the possibilities offered by the wider set of interlocking social science traditions that employ non-positivistic, non-hypothesis-based approaches to understanding social phenomena. This set of traditions includes diasporic and migration studies, sociolinguistics, education, development studies and others which provide diverse lenses for looking at the complexities of communication in the global context.…”

Section: Sociolinguistic Perspectivesmentioning

confidence: 99%

Communicating Employability: the Role of Communicative Competence for Zimbabwean Highly Skilled Migrants in the UK

Madziva

McGrath

Thondhlana

2014

Int. Migration & Integration

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Skilled migration is an increasingly important topic for both policy and research internationally. OECD governments in particular are wrestling with tensions between their desire to use skilled migration to be on the winning side in the 'global war for talent' and their pandering to and/or attempts to outflank rising xenophobia. One aspect that has received relatively little attention is skilled migration from the African Commonwealth to the UK, a situation in which skilled migrants have relatively high levels of linguistic capital in the language of the host country. We focus here on the case of Zimbabwe. In spite of its popular image as a failed state, Zimbabwe has an exceptionally strong educational tradition and high levels of literacy and fluency in English. Drawing on 20 in-depth interviews of Zimbabwean highly skilled migrants, we explore the specific ways in which the communicative competences of these migrants with high formal levels of English operate in complex ways to shape their employability strategies and outcomes. We offer two main findings: first, that a dichotomy exists between their high level formal linguistic competence and their ability to communicate in less formal interactions, which challenges their employability, at least when they first move to the UK; and second, that they also lack, at least initially, the competence to narrativise their employability in ways that are culturally appropriate in England. Thus, to realise the full potential of their high levels of human capital, they need to learn how to communicate competently in a very different social and occupational milieu. Some have achieved this, but others continue to struggle.

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New Media in Language Assessments

Gruba

2013

The Companion to Language Assessment

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New media, such as digital video clips, wikis, and podcasts, are integrated throughout an increasing number of second and foreign language programs, yet their use in language assessments continues to lag. In this chapter, I explore the role of new media in language assessments. After setting out key concepts, I begin with a brief review of computer-assisted language learning and computer-based testing. I then turn to issues in the use of new media in assessment for learning with regard to institutional resources, professional development, and educational policies. In a third section, I shift the focus to discuss the challenges of new media language assessments. I conclude with a proposed agenda to spur the integration of new media into language assessments.

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Understanding Language Testing

Cited by 60 publications

References 0 publications

Computer‐Assisted Language Testing

Computer‐Assisted Language Testing

Communicating Employability: the Role of Communicative Competence for Zimbabwean Highly Skilled Migrants in the UK

New Media in Language Assessments

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